The Effect of Serious Game and Video-Assisted Education on Nursing Students

The Effect of Serious Game and Video-Assisted Education on Nursing Students' Psychomotor Skill Development, Perception of Clinical Stress, Satisfaction and Self-Confidence in Learning

Aim: This study was conducted to evaluate the effect of a serious game and video-assisted training program developed for parenteral drug administration education on nursing students' psychomotor skill development, perception of clinical stress, satisfaction, and self-confidence in learning.

Material and Method: The study was carried out as a randomized controlled experimental research design between June 2023 and April 2025 at the Faculty of Nursing, İnönü University. All students enrolled in the Nursing Department during the Spring Semester of the 2023-2024 academic year constituted the study population. The sample consisted of 99 students (33 in the serious game group, 33 in the video group, and 33 in the control group), determined by power analysis. Data were collected using the "Psychomotor Skills Evaluation Checklists," the "Perceived Stress Scale for Nursing Students," and the "Student Satisfaction and Self-Confidence in Learning Scale."

Serious games help to develop participants' problem solving, critical thinking and communication skills, while enriching the learning experience. Serious gaming is a learning-first approach that mimics reality using virtual simulation. These games can be used to optimise the acquisition of clinical skills, stimulate student motivation by completing the simulation and allow teachers to assess students' progress.Video-assisted learning provides learners with a visual tool that facilitates the understanding of abilities and skills. It is often used to illustrate how a teacher or expert addresses a topic, process or skill. The content can then be followed, learnt and applied by learners. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for parenteral drug adminstrantion practices were evaluated

Inclusion Criteria:

• Being a 1st year nursing student,
• Receiving training on parenteral drug applications for the first time,
• Not having any physical disabilities related to vision, hearing and motor skills,
• Having a smart mobile phone with Android/IOS operating system, and
• Volunteering to participate in the study.

Exclusion Criteria:

• Students who made vertical transfer to the department with DGS because they may have taken the subject of parenteral drug applications in an associate degree programme before,
• Students who did not have a smart mobile phone with Android / IOS operating system and
• Students who did not volunteer to participate in the study were excluded from the study.