手机严肃游戏对护生知识、动机、满意度及看法的影响——以气管切开术护理为例

Ş. Bayram, Nurcan Çalışkan
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引用次数: 0

摘要

本研究是一项无对照组干预的前-后测试研究,旨在确定手机游戏应用于气管切开术护理对护生知识、动机和满意度的影响。该研究于2019年5月至6月期间进行。研究对象为护理系四年级学生,样本包括24名有机会对患者进行气管切开术护理的学生。采用自行编制的描述性特征表、气管切开术护理知识测试表、移动学习量表、教材相关动机量表、应用评价表和满意度表进行数据采集。得到伦理委员会和机构的许可,并征得学生的同意。完成描述性特征表和气管切开术护理知识测试(预测试)的学生在手机上加载研究人员准备的约10分钟、6个阶段的手机游戏,并给他们四周的时间进行游戏。期末,学生完成了知识测试(后测)、移动学习量表、教材动机量表、应用评价表和满意度表。采用平均测量和Wilcoxon检验对数据进行评价。玩手机游戏的学生的初步和最终知识测试成绩之间存在统计学上的显著差异(p小于0.001)。结果表明,学生在移动学习量表上的平均得分为169.04±18.19分(最高190分),在教材相关动机量表上的平均得分为134.1250±15.31分(最高165分)。结果表明,学生对游戏记忆和护理记忆的平均满意度为7.66±1.71(0-10)。手机教育游戏允许学生随时随地重复他们的知识。因此,建议开发和实现类似的应用程序。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mobile Serious Game on Nursing Students’ Knowledge, Motivation, Satisfaction, and Views: Tracheostomy Care Example
This study is a pre-post test without control group intervention research conducted to determine the effect of mobile game application for tracheostomy care on the knowledge, motivation and satisfaction of nursing students. The study was conducted between May-June, 2019. The population of the study consisted of the fourth year students of the Nursing Department, and the sample consisted of 24 students who had the opportunity to practice tracheostomy care on the patient. The data were collected with descriptive features form prepared by the researchers, tracheostomy care knowledge test, mobile learning scale, motivation scale related to teaching material, application evaluation and satisfaction form. Permission from the ethics committee and institution, and consent from students was obtained. Students who completed the descriptive features form and the tracheostomy care knowledge test (pre-test) were loaded with a mobile game of approximately 10 minutes and six stages prepared by the researchers on their mobile phones, and a four-week period was given for them to play. At the end of the period, the students completed the knowledge test (post-test), mobile learning scale, motivation scale about teaching material, application evaluation and satisfaction form. Average measurements and Wilcoxon test were used to evaluate the data. A statistically significant difference was determined between the preliminary and final knowledge test scores of students playing mobile games (p ˂ 0.001). It was determined that the average score of the students from the mobile learning scale was 169.04±18.19 (maximum: 190) and the average score they got from the motivation scale related to the teaching material was 134.1250±15.31 (maximum: 165). It was determined that the satisfaction averages of the students in remembering the game and care were 7.66±1.71 (0-10). Mobile educational games allow students to repeat their knowledge whenever and wherever they want. Therefore, it is recommended to develop and implement similar applications.
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