Effects of Game-Based Learning in Caring for Patients with Intercostal Drainage on Knowledge, Practical Skills, and Satisfaction in Nursing Students

Parichat Wonggom; Busaba Somjaivong; Sukuman  Homvisetvongsa; Wiphawadee Potisopha; Orawee  Changrueang; Wasana Ruaisungnoen; Donwiwat  Saensom; Maliwan Silarat; Nonglak  Methakanjanasak

doi:10.60099/jtnmc.v38i04.265587

Authors

Parichat Wonggom Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Busaba Somjaivong Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Sukuman Homvisetvongsa Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Wiphawadee Potisopha Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Orawee Changrueang Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Wasana Ruaisungnoen Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Donwiwat Saensom Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Maliwan Silarat Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand
Nonglak Methakanjanasak Department of Adult Nursing, Faculty of Nursing, Khon Kaen University, Thailand

DOI:

https://doi.org/10.60099/jtnmc.v38i04.265587

Keywords:

game-based learning, intercostal drainage, knowledge, nursing practice skills, satisfaction, nursing student

Abstract

Introduction In the 21st century, the pedagogy of teaching and learning has transitioned towards self-directed learning, aiming to motivate learners while enhancing the link between theoretical knowledge, and clinical practice skills. Gamification, known as game-based learning, is increasingly emerging as a strategy to complement simulation-based approaches. Proficiency in caring for patients with intercostal drainage is vital for both life-saving and acute care, highlighting the need for effective teaching, and learning methodologies.

Objectives This study aimed to examine the effect of game-based learning on knowledge and skills related to caring for patients undergoing thoracic drainage, and satisfaction with game-based learning in nursing students.

Design This research employed a one-group pretest-posttest quasi-experimental design, using cognitive constructivism, and game-based learning as the research framework.

Method A total of 108 third-year nursing students voluntarily participated in a one-month game-based computer-assisted learning program titled “Fun Games: Awakening ICD Knowledge.” The research instruments included a knowledge questionnaire (CVI =.99, KR-20 =.70), an objective structured clinical examination (OSCE) (CVI =.99, Inter-rater reliability = 1.0), and a questionnaire on satisfaction with game-based learning (CVI =.99, Cronbach’s alpha coefficient =.90). Data were analyzed using descriptive statistics and Paired t-tests.

Results After the game-based learning, knowledge scores (M = 7.01, SD = 1.14) were significantly higher than pre-test scores (M = 5.12, SD = 1.77, t=-10.153, p < .001). All nursing students successfully passed the OSCE examination. Overall satisfaction with game-based learning was at a high level (M = 4.37, SD = 0.62).

Recommendation Game-based learning facilitates nursing students in acquiring knowledge and skills related to caring for patients with intercostal drainage, and their satisfaction reflects the need for an enhanced strategic pedagogical approach that aligns with current educational trends. It is recommended to further utilize and develop this learning method as an integrated approach to bridge theoretical knowledge with nursing practice courses.

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