Infection control is a critical component of nursing education, ensuring the safety of patients and healthcare workers. Gamification, which integrates game-based principles into educational activities, has emerged as a promising approach to improve student engagement, motivation, and learning outcomes in healthcare education. This study aimed to evaluate the impact of a gamified infection control education program on cognitive achievement, academic self-efficacy, and learning motivation among first-year nursing students. The study employed a randomized controlled trial design involving 60 first-year nursing students from a private university in Turkey. Participants were randomly assigned to an intervention group (n=30) or a control group (n=30). The intervention group participated in a four-week Gamified Infection Control Program featuring physical games, case studies, and escape rooms. The control group received traditional lecture-based instruction. Data were collected using validated instruments, including the Infection Control Cognitive Achievement Measurement Questions Form, the Academic Nurse Self-Efficacy Scale (ANSES), and the Learning Motivation Scale in Higher Education (EMAPRE-U). Statistical analyses included t-tests, Mann-Whitney U tests, and regression analyses.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
60
A four-week educational program integrating gamification techniques such as physical games, case studies, and escape rooms to teach infection control practices.Designed to enhance engagement, learning motivation, and cognitive achievement among nursing students.
Standard didactic teaching method focusing on infection control principles without incorporating gamification. Served as the comparator to evaluate the effectiveness of the gamified program.
Lokman Hekim University
Ankara, Turkey (Türkiye)
Cognitive Achievement in Infection Control
Improve cognitive understanding of infection control principles, including sterilization and sepsis practices. The investigators used the Infection Control Cognitive Achievement Measurement Questions Form as the measurement tool. Each question has a single correct answer. Each correct answer is worth one point, and higher total scores reflect higher levels of The Infection Control Cognitive Achievement Measurement. The lowest total score is '0' and the highest total score is '100'.
Time frame: Assessed immediately after the four-week intervention.
Learning Motivation
Change in learning motivation levels among nursing students. The investigators used the Learning Motivation Scale in Higher Education as the measurement tool. Participants select their level of agreement about (item) using a Likert scale ranging from 1 (disagree) to 3 (agree). Higher scores reflect higher motivation to learn. The lowest total score is '23' and the highest total score is '69'.
Time frame: Assessed immediately after the four-week intervention.
Academic Self-Efficacy
Change in students' confidence in their academic abilities related to infection control. The investigator used the Academic Nurse Self-Efficacy Scale as the measurement tool. Participants respond to the prompt, "How confident are you about (item)?" using a Likert scale ranging from 1 (very little confidence) to 5 (completely confident). Higher scores reflect greater levels of academic self-efficacy. The lowest total score is '14' and the highest total score is '70'.
Time frame: Assessed immediately after the four-week intervention.
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