Virtual gaming simulation and its impact on psychiatric nursing students’ perceived learning and self-directed learning ability

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Manylion Llyfryddiaeth
Cyhoeddwyd yn:	Nurse Education in Practice vol. 88 (Oct 2025), p. 104584-104593
Prif Awdur:	Abo Shereda, Hanaa M.
Awduron Eraill:	Nasser, Seema, Dawood, Eman, Shattla, Safaa
Cyhoeddwyd:	Elsevier Limited
Pynciau:	Egypt Problem solving Measures Clinical training Communication College students Clinical skills Simulation Virtual reality Quasi-experimental methods Mental health services Therapeutic communication Medical education Anxiety Motivation Independent sample Nurses Learning Critical thinking Psychiatric-mental health nursing Students Research design Health information Interpersonal communication Independent study Data collection Self instruction Nursing education Skills Trends Health care industry Teaching Feedback Nursing Ability Clinical nursing Clinical experience Patients Mental health care Teaching methods Games Knowledge acquisition Teachers Health education Mental disorders Clinical medicine School environment Complex patients Gamification Clinical outcomes Learning outcomes Evidence-based nursing Communications technology Selfdirected learning Technology Gaming machines Computer Simulation Educational Objectives Evidence Based Practice Educational Environment Competence Control Groups Creative Thinking Communication Skills Computer Mediated Communication Electronic Learning Behavior Problems Educational Trends Educational Facilities Improvement Computer Games Educational Practices Active Learning College Faculty Effect Size Content Validity Educational Resources Student Experience Educational Change Classroom Communication
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Disgrifiad
Crynodeb:	Aim This study aims to evaluate the impact of virtual gaming simulation on perceived learning outcomes and self-directed learning ability among psychiatric nursing students, offering an innovative approach to address the limitations of traditional clinical training in psychiatric nursing education. Background Psychiatric nursing poses unique challenges due to complex patient interactions and limited student experience, often leading to anxiety. Virtual gaming simulations (VGS) replicate clinical experiences, enhancing students' knowledge, confidence, and competence, particularly in mental health care, further boosting engagement, motivation, and self-directed learning. Design A quasi-experimental design with a pre-and post-test non-equivalent control group at Menoufia University, Egypt. Methods We implemented the "Therapeutic Communication and Mental Health Assessment" VGS to simulate real-world patient interactions. Data collection involved the Gameful Experience Scale (GAMEX), Perceived Learning Scale (CAP), and Self-Directed Learning Instrument (SDLI) for 247 fourth-year students, divided into control and study groups. Data were analysed using chi-square, t-tests, and generalized estimating equations (GEE). Results VGS significantly enhanced learning outcomes and had a profound impact on students, with significant improvements observed across all GAMEX dimensions and a highly significant increase in perceived learning (p < 0.001). Students demonstrated enhanced self-directed learning skills post-VGS. Conclusion VGS is a transformative teaching strategy in psychiatric nursing education. It augments traditional simulations with gamification and fosters the development of clinical skills while paving the way for future research and incorporating virtual reality technology.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104584
Ffynhonnell:	Sociology Database