Content area
Aim
To evaluate the effectiveness of a gamified educational workshop on nurses’ evidence-based practice competence, self-efficacy, attitudes, satisfaction and practice report completion.
Background
Evidence-based practice is essential for high-quality healthcare; however, teaching and sustaining its use remains challenging. Gamification may enhance motivation, engagement and learning outcomes in nursing education.
Design
Randomized controlled trial. ClinicalTrials.gov Identifier: NCT06531187; registered July 28, 2024; first participant enrolled on April 9, 2020.
Methods
A total of 102 nurses from a medical center in Taiwan were randomly assigned to either a gamified workshop group (n = 54) or a control group (n = 48), which received case-based small-group discussions. Both groups attended a 40-minute lecture before the intervention. The gamified workshop, guided by the Octalysis framework, incorporated points, badges, leaderboards and time-limited team challenges. Outcomes were measured at baseline, immediately post-intervention and six months later. Generalized estimating equations were used to evaluate the effects of the intervention.
Results
Both groups improved in competence, self-efficacy and attitudes immediately post-intervention. At six months, the gamified group maintained greater improvements in overall competence ( B = 1.37, p = 0.023), especially in the “acquire” ( d = 0.50) and appraise ( d = 0.45) domains. The gamified group also reported higher satisfaction ( p < 0.001) and completed practice reports faster ( p = 0.043), although report passing rates were similar between groups.
Conclusions
Gamified education enhanced and sustained nurses’ evidence-based competence. This approach may provide an effective strategy for promoting the timely and confident application of evidence in clinical settings.
Details
Hospitals;
Questionnaires;
Nursing Education;
Learning Motivation;
Likert Scales;
Decision Making;
Outcome Measures;
Randomized Controlled Trials;
Student Motivation;
Evidence Based Practice;
Problem Solving;
Game Based Learning;
Barriers;
Educational Strategies;
Participant Satisfaction;
Competence;
Nurses;
Informed Consent;
Control Groups;
Experimental Groups;
Learning Strategies;
Educational Methods;
Recruitment;
Publish or Perish Issue
Intervention;
Teaching methods;
Nurses;
Workshops;
Content analysis;
Evidence-based practice;
Medical education;
Motivation;
Teaching;
Medical personnel;
Decision making;
Self-efficacy;
Competence;
Learning;
Education;
Satisfaction;
Anxiety;
Health services;
Gamification;
Clinical trials;
Attitudes;
Nursing;
Health care;
Teams;
Learning outcomes;
Evidence-based nursing;
Groups;
Educational objectives
1 Graduate Institute of Medical Sciences, College of Medicine, National Defense Medical University and Department of Nursing, Tri-Service General Hospital, National Defense Medical University, No.325, Section 2, Chenggong Rd., Neihu Dist., Taipei 114202, Taiwan
2 College of Nursing, National Defense Medical University, No.161, Section 6, Minquan E. Rd., Neihu Dist., Taipei 114201, Taiwan
3 Department of Nursing, Tri-Service General Hospital, National Defense Medical University, No.325, Section 2, Chenggong Rd., Neihu Dist., Taipei 114202, Taiwan