Hemşirelik Eğitimi İçin Geliştirilen Ciddi Oyun ve Standart Hasta Uygulamasının Öğrencilerin Bilgi Düzeyi, Eleştirel Düşünme, Problem Çözme Becerisi, Memnuniyet ve Öğrenmede Kendine Güvenine Etkisi
Özet
The research designed quasi-experimental
and qualitative research was used to determine the students' views on the subject to
determine the effect of the serious game developed for nursing education on students'
knowledge level, critical thinking, problem-solving and satisfaction, and self-
confidence in learning. The research was carried out in three stages: the development
of the serious game, the collection of quantitative data, and the qualitative interview.
In the first stage of the study, the researcher developed a game application to be used
in nursing education. In the second stage, a game was played with one group of
students to determine its effectiveness. The standardized patient group was evaluated
by applying the standardized patient practice. In the third stage of the research, focus
group interviews were conducted to get the students' opinions on playing the game.
The target group of the study consisted of 2nd-year students who successfully
completed the Internal Medicine Nursing course at Hacettepe University Faculty of
Nursing. The research was conducted with 72 volunteer students. Two intervention
methods were applied to the students: serious game and standard patient practice.
Quantitative data were collected with “Descriptive Characteristics Form”, “Problem
Solving Inventory”, “Critical Thinking Disposition Scale”, “Student Satisfaction and
Self Confidence in Learning Scale,” and “Focus Group Interview Questionnaire”.
Subcategories were created according to the categories within the scope of qualitative
data, the mechanical-dynamic-aesthetics model. As a result of the research, the
knowledge level, student satisfaction, and self-confidence scores of the serious play
group students are higher than the standard patient group. No significant difference
was found between the two groups regarding problem-solving and critical-thinking
scores. It was observed that students' critical thinking and problem-solving skill scores
increased after serious play and standard patient practice. The sub-themes that emerged
in the focus group discussions with the serious play group; were badge, tips, rewards,
feedback, time, emotions, expression, challenge, fiction, and collaboration. The
general opinions of the students about the game stated that the game is useful in
processing information, the feedback given in the game contributes to learning, helps
to make quick decisions, and provides a realistic environment. The study results
showed that serious game and standardized patient practice improved the level of
knowledge, critical thinking, problem-solving, student satisfaction, and self-
confidence in learning nursing students. We recommend that both methods be
integrated and disseminated in nursing education. With the development of digital
infrastructure, the use of serious games in clinical education and nursing education has
become important. In this context, nursing professionals should be supported that
develop serious games and train experts in the field.