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| ID | Type | Description | Link |
|---|---|---|---|
| 2024-FC7 | Other Grant/Funding Number | School of Nursing, China Medical University |
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Goal of this interventional study
The purpose of this research is to investigate the effects of a scenario-based puzzle educational game on death anxiety and meaning in life among nursing students. It aims to answer the following key questions:
Can the scenario-based puzzle educational game enhance nursing students' sense of meaning in life?
Can the scenario-based puzzle educational game reduce death anxiety in nursing students?
What are nursing students' experiences and perceptions of this educational game?
Study design Researchers will compare the intervention group (participating in the game) with a control group (receiving death education manuals) to evaluate the effectiveness of the game-based intervention.
Participants will:
Be recruited through campus posters
Be randomly assigned to either the intervention or control group and complete baseline questionnaires
In the control group: Receive death education manuals twice weekly for 3 weeks
In the intervention group: Participate in group sessions (5 students per group) to play the scenario-based puzzle game twice weekly for 3 weeks
Complete follow-up questionnaires and participate in qualitative interviews regarding their experiences with manual-based education or the game intervention after the 3-week intervention period
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Gamified Education | Experimental | Scenario-based puzzle game in group sessions |
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| Manual Education | Active Comparator | Standardized death education manual |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Puzzle game | Other | Scenario-based puzzle game sessions (group format) |
| |
| Measure | Description | Time Frame |
|---|---|---|
| Death Anxiety | A 15-item self-report scale developed by psychologist Templer (1967/1970) measuring death-related distress. Dimensions: Affective (Items 1,3,10,13,14), Stress/Pain (Items 4,5,6,9,11), Time Awareness (Items 8,12), Cognitive (Items 2,7,15) Scoring: Dichotomous (Yes/No) with 9 forward-scored and 6 reverse-scored items (Items 2,3,5,6,7,16*). Total score range: 0-15 (higher = greater anxiety). Reliability: Test-retest reliability (3-week) = 0.83; KR-20 = 0.76 (original English version). | Week 0, Week 3 |
| Meaning in Life | A 10-item scale (Steger et al.) assessing two dimensions: Presence of Meaning (5 items): Perceived life purpose Search for Meaning (5 items): Active pursuit of meaning Scoring: 7-point Likert (1="Strongly Disagree" to 7="Strongly Agree"). Higher scores indicate stronger meaning. Reliability: Cronbach's α = 0.878 (total), 0.850 (Presence), 0.907 (Search) | Week 0, Week 3 |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Wenna Qian | Contact | 13314021865 | wenna13314021865@163.com |
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| School of Nursing, China Medical University | Recruiting | Shenyang | Liaoning | 110122 | China |
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| ID | Term |
|---|---|
| C000719207 | Necrophobia |
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| Manual Education |
| Other |
Standardized death education manual distribution |
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