The goal of this study is to compare the effectiveness of gamification versus group discussion in evidence-based practice (EBP) education for clinical nurses. It aims to improve learning outcomes and clinical application of EBP.

The main questions it aims to answer are:

Does gamification enhance the knowledge acquisition of clinical nurses in EBP? What barriers to evidence-based practice do nurses face? How does gamification affect cognitive load, self-efficacy, and attitudes towards EBP? Researchers will compare gamification to traditional group discussion methods to evaluate their impact on clinical practice.

Participants will:

Be clinical nurses from Tri-Service General Hospital with varying ranks and experiences.

Be randomly assigned to either the gamification group or the control group. Participate in EBP courses based on their clinical rank and experience. Complete pre- and post-intervention assessments and a six-month follow-up. Data collection will measure barriers to evidence-based practice, cognitive load, knowledge acquisition, self-efficacy, attitudes, course satisfaction, and practical application through written reports. Data analysis will use descriptive and inferential statistics to evaluate the effectiveness of the interventions.

This study aims to provide evidence on the most effective teaching methods for EBP, contributing to improved educational strategies and better clinical practices for nurses.

Inclusion Criteria:

• Active clinical nurses aged 20-65. Clinical nurses within the hospital who registered for the workshop via e-learning.

Nurses with more than three months of work experience and a signed contract.

Exclusion Criteria:

• Nurses with less than three months of work experience or without a signed contract.

Participants cannot simultaneously attend both types of courses. Nurses at level N2 or above, nurses from other hospitals, nurse practitioners, or nursing supervisors are not included in this study.