The Serious Game and Integrated Simulator for Cardiopulmonary Resuscitation Training in Nursing Students

Abstract

Background Nurses are often the first health professional who identify cardiopulmonary arrests in hospital settings; therefore, they require proficient cardiopulmonary resuscitation skills. Aim The purpose of this study was to evaluate game-based cardiopulmonary resuscitation training for first-year nursing students in terms of students’ knowledge levels, performance, satisfaction, and confidence. Methods This study was conducted following a quasi-experimental design. A total of 104 students were randomly assigned to two study groups. A Serious Game & Integrated Real-Time Audiovisual Feedback Simulator was utilized in the cardiopulmonary resuscitation training of the intervention group. For the control group, only a real-time audiovisual feedback simulator was used. Results There was an increase of approximately 30 points between the pre-test and post-test scores for knowledge in both groups. In regard to performance scores, there were no statistically significant differences between the groups in regard to overall scores, compression depth, and compression frequency were similar at post-test and re-test (p>0.05). The difference between groups was not statistically significant for satisfaction and self-confidence statistically (p>0.05). Conclusion The integration of a serious game into a real-time audiovisual feedback simulator does not provide significant advantages over the use of only a real-time audiovisual feedback simulator in terms of cardiopulmonary resuscitation knowledge and performance.

Learning practical nursing skills in simulation centers – A narrative review

“… In focus group interviews, students expressed their worries before the simulation and their satisfaction after the simulation. Demirtas et al., 2022 Turkey The purpose of this study was to evaluate game-based CPR training for first-year nursing students in terms of students’ knowledge levels, performance, satisfaction, and confidence. QE IG / IG Pre / post / post 104 First year CPR Serious Game & Integrated Real-Time Audiovisual Feedback Simulator / Real-time audiovisual feedback simulator Skill perf.…”

Maximising Undergraduate Medical Radiation Students’ Learning Experiences Using Cloud-Based Computed Tomography (CT) Software

“…In place of a specific medical radiation-specific framework, the INACSL (International Nursing Association of Clinical and Simulation Learning) Standards of Best Practice was adopted to inform proper use of simulation for participants (Watts et al 2021). This is based on Kolb’s Experiential Learning Theory, which has been used extensively to inform simulation-based education in healthcare fields (Demirtas et al 2022). Our approach therefore involved facilitating a learner-centered approach driven by the learning objectives and accompanying it with prebriefing and debriefing (Watts et al 2021).…”

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

“…To the best of our knowledge, only a limited number of studies have explored the use of serious smartphone games for teaching adult BLS to health care students [25][26][27][28][29]. Among these, only 1 study demonstrated an improvement in both the theoretical knowledge and practical skills associated with adult BLS [28]. Other studies have reported enhancements in either theoretical knowledge [29] or practical skills related to adult BLS.…”

“…Other studies have reported enhancements in either theoretical knowledge [29] or practical skills related to adult BLS. The positive effects of a serious smartphone game can be seen as early as 2 weeks [25,26], as well as 1 month after the intervention [27][28][29]. Studies have compared different teaching methods, where the use of serious smartphone games seems to have better results than simulation-based learning but is less effective than virtual reality-based game learning [26,30].…”

“…Studies have compared different teaching methods, where the use of serious smartphone games seems to have better results than simulation-based learning but is less effective than virtual reality-based game learning [26,30]. Some studies have also shown improvements in practical skills, such as compression rate accuracy [27,28], although this tends to be inferior when compared to simulation-based methods [30]. In contrast, in 2 studies, serious smartphone games did not provide notable benefits and led to worse performance in theoretical and practical areas, although students showed a clear preference in favor of serious smartphone games [27,28].…”