The effect of game-based scenario writing on the clinical reasoning of internship nursing students in cardiovascular emergencies and critical care units
محفوظ في:
| الحاوية / القاعدة: | BMC Medical Education vol. 25 (2025), p. 1 |
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| المؤلف الرئيسي: | |
| مؤلفون آخرون: | , |
| منشور في: |
Springer Nature B.V.
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Citation/Abstract Full Text Full Text - PDF |
| الوسوم: |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3201523143 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07079-w |2 doi | |
| 035 | |a 3201523143 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Antikchi, Mahnaz | |
| 245 | 1 | |a The effect of game-based scenario writing on the clinical reasoning of internship nursing students in cardiovascular emergencies and critical care units | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundNurses’ failure to properly apply clinical reasoning (CR) can result in diagnostic errors especially in cardiac emergencies and critical care that compromise patient care and threaten patient safety. Therefore, nursing education must employ appropriate teaching approaches, particularly throughout internships, to enhance students’ CR skills.AimThis study aimed to assess the effect of game-based scenario writing on the CR of internship nursing students in cardiac emergencies and critical care units.MethodsAn unblinded, randomized, controlled trial with a parallel control group was conducted with 82 nursing students who were experiencing cardiac emergencies and critical care internships from June to September 2023. The participants were randomly assigned to either the intervention group (n = 41), which received game-based scenario writing in the two phases of the pre-internship and internship periods, or the control group (n = 41), which received routine internship training. Data were collected at baseline and the end of the internship course, and the instruments included participants’ characteristics, a CR test, and a satisfaction questionnaire.ResultsAt the end of the cardiac emergencies and critical care internship course, compared with the control group, the intervention group presented a significant increase in CR (12.30 ± 3.6, 14.57 ± 3.9, p < 0.05). Within-group Comparison of pre-test and post-test CR scores only showed a significant increase in the intervention group (p = < 0.001).ConclusionsThe current study’s findings support the argument that the gamified scenario-writing method can be an effective and dynamic learning method. It appears that employing this approach in nursing education could potentially enhance the CR of nursing students during their internship courses. Therefore, applying this method is recommended to nursing educators, especially for cardiac emergencies and critical care unit internship courses. | |
| 651 | 4 | |a Iran | |
| 653 | |a Internships | ||
| 653 | |a Emergency medical care | ||
| 653 | |a Software | ||
| 653 | |a Nursing education | ||
| 653 | |a Writing | ||
| 653 | |a Nurses | ||
| 653 | |a Skills | ||
| 653 | |a Clinical competence | ||
| 653 | |a Patients | ||
| 653 | |a Knowledge | ||
| 653 | |a Nursing care | ||
| 653 | |a Clinical decision making | ||
| 653 | |a Methods | ||
| 653 | |a Gamification | ||
| 653 | |a Learning | ||
| 653 | |a Critical care | ||
| 653 | |a Medical students | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Learning Activities | ||
| 653 | |a Competence | ||
| 653 | |a Instructional Innovation | ||
| 653 | |a Control Groups | ||
| 653 | |a Inferences | ||
| 653 | |a Addition | ||
| 653 | |a Prior Learning | ||
| 653 | |a Sample Size | ||
| 653 | |a Internship Programs | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Medical Education | ||
| 653 | |a Nursing Students | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Decision Making Skills | ||
| 653 | |a Information Processing | ||
| 653 | |a Educational Environment | ||
| 653 | |a College Science | ||
| 653 | |a Game Based Learning | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Educational Games | ||
| 653 | |a Educational Principles | ||
| 700 | 1 | |a Heydari, Sara | |
| 700 | 1 | |a Bakhshi, Fatemeh | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3201523143/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3201523143/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3201523143/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |