The effectiveness of gamified scenario-based teaching in improving nurses' awareness and confidence in clinical emergency care

A randomized controlled trial design was used, employing convenient sampling to recruit 68 nurses from a general ward of a medical center in northern Taiwan. Research tools included demographic and related data, an emergency knowledge scale, a self-confidence scale, and satisfaction assessment

This study used a randomized controlled trial design. Blocked randomization was employed, dividing participants into an experimental group (gamified learning) and a control group (online video instruction). The experimental group learned first aid techniques using gamified learning, which involved taking photos of clinical first aid scenarios and placing them into the application. The application then transformed the photos into story scenarios, which the experimental group members would then immerse themselves in. The control group received instruction using existing online videos from the hospital.Two groups were enrolled using the hospital's emergency medical knowledge questionnaire at three stages: before intervention, after intervention, and one month after intervention. The questionnaire consisted of 10 multiple-choice questions. A correct answer was worth 10 points, while an incorrect answer or an answer that did not know was worth 0 points. The total score ranged from 0 to 100

The C-scale (Grundy, 1993) was used for measurement. This scale has been translated into Chinese by scholars. The scale has a Cronbach's α value of 0.91 and a CVI value of 1.0, indicating good quantity-response reliability and validity. This scale consists of five items, with each item scored from one to five points, for a total score of 5 to 25 points. Higher scores indicate greater confidence in the research subjects' emergency treatment and techniques.