Content area
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.
Details
Educational Objectives;
Evidence Based Practice;
Educational Environment;
Clinical Experience;
Competence;
Control Groups;
Creative Thinking;
Communication Skills;
Computer Mediated Communication;
Electronic Learning;
Behavior Problems;
Educational Trends;
Educational Facilities Improvement;
Critical Thinking;
Computer Games;
Educational Practices;
Active Learning;
College Faculty;
Effect Size;
Content Validity;
Educational Resources;
Student Experience;
Educational Change;
Classroom Communication
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
1 Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, Menoufia University, Egypt, Department of Nursing, College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia, King Abdullah International Medical Research Center, Riyadh, Saudi Arabia, Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
2 Department of Nursing, College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia, King Abdullah International Medical Research Center, Riyadh, Saudi Arabia, Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
3 Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, Menoufia University, Egypt, King Khalid University, Faculty of Nursing, Khamis Mushait, Saudi Arabia