This study will test whether an interactive mobile game-based simulation program helps first-year nursing students improve their decision-making and problem-solving skills. Students will complete knowledge, decision-making, and problem-solving assessments before and after taking part in a 4-week program (8 sessions) that uses mobile game scenarios to practice clinical decisions in a safe, simulated setting. The results will show whether this type of training is more effective than traditional teaching methods for building these skills.
This is a quasi-experimental, single-group, pretest-posttest study conducted at the Faculty of Nursing, Delta University for Science and Technology. The study tests three hypotheses: that participation in the program will significantly increase students' knowledge scores, clinical decision-making scores, and problem-solving scores from pre-test to post-test. The educational intervention progresses through four phases: assessment, planning, implementation, and evaluation. Outcomes will be measured using a researcher-developed knowledge questionnaire, the Clinical Decision-Making in Nursing Scale (CDMNS), and the Problem-Solving Inventory (PSI), administered at baseline, immediately after program completion, and again two months later.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
OTHER
Masking
NONE
Enrollment
258
An interactive mobile game-based simulation educational program designed to enhance nursing students' clinical decision-making, knowledge about mobile game-based simulation, and problem-solving skills. The program will be implemented over 4 weeks through 8 sessions, twice per week, with each session lasting 2 hours. The program includes educational content, clinical scenarios, scenario-based decision-making, problem-solving activities, small group discussions, scenario debriefing, and hands-on use of the mobile application.
Change in Clinical Decision-Making Score
Clinical decision-making will be assessed using the Clinical Decision-Making in Nursing Scale (CDMNS). The scale consists of 40 items classified into four subscales: search for alternatives or options, canvassing of objectives and values, evaluation and re-evaluation of consequences, and search for information and unbiased assimilation of new information. Items are rated on a five-point Likert scale, with total scores ranging from 40 to 200. Higher scores indicate more positive clinical decision-making.
Time frame: Baseline (before the educational program), immediately after completion of the program, and 2 months after program completion.
Change in Problem-Solving Score
Problem-solving will be assessed using the Problem-Solving Inventory (PSI). The inventory consists of 32 items classified into three subscales: problem-solving confidence, approach-avoidance style, and personal control. Items are rated on a six-point Likert scale, with reverse scoring for negative items. Total scores range from 32 to 192, with lower scores indicating more positive problem-solving perception.
Time frame: Baseline (before the educational program), immediately after completion of the program, and 2 months after program completion.
Change in Knowledge Score about Mobile Game-Based Simulation
Measured using a researcher-developed questionnaire assessing students' knowledge of mobile game-based simulation, including its definition, development, advantages/disadvantages, technical requirements, and impact on nursing education. Scored 0 for incorrect and 1 for correct answers; classified as satisfactory (≥60%) or unsatisfactory (\<60%).
Time frame: Measured at baseline (before program), immediately after program completion (week 4), and 2 months after program completion
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