Nursing StudentsNCT06947005
The Effect of Serious Game and Video-Assisted Education on Nursing Students
A study testing Intervention 1 and Intervention 2 in people with Nursing Students, run by Inonu University at 1 site in Turkey (Türkiye).
Trial summary
Aim: This study was conducted to evaluate the effect of a serious game and video-assisted training program developed for parenteral drug administration education on nursing students' psychomotor skill development, perception of clinical stress, satisfaction, and self-confidence in learning. Read more about this study
- Who is it for?
- Ages 18 to 35 yearsHealthy volunteers can take part
- Conditions the study is for
- Nursing Students
- What is being tested?
- Intervention 1 and Intervention 2
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 99 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Jun 2023to 15 Apr 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 35 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Being a 1st year nursing student,
- Receiving training on parenteral drug applications for the first time,
- Not having any physical disabilities related to vision, hearing and motor skills,
- Having a smart mobile phone with Android/IOS operating system, and
- Volunteering to participate in the study.
Who cannot join
- Students who made vertical transfer to the department with DGS because they may have taken the subject of parenteral drug applications in an associate degree programme before,
- Students who did not have a smart mobile phone with Android / IOS operating system and
- Students who did not volunteer to participate in the study were excluded from the study.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Serious Game and Video-Assisted Education on Nursing Students' Psychomotor Skill Development, Perception of Clinical Stress, Satisfaction and Self-Confidence in Learning
Aim: This study was conducted to evaluate the effect of a serious game and video-assisted training program developed for parenteral drug administration education on nursing students' psychomotor skill development, perception of clinical stress, satisfaction, and self-confidence in learning.
Material and Method: The study was carried out as a randomized controlled experimental research design between June 2023 and April 2025 at the Faculty of Nursing, İnönü University. All students enrolled in the Nursing Department during the Spring Semester of the 2023-2024 academic year constituted the study population. The sample consisted of 99 students (33 in the serious game group, 33 in the video group, and 33 in the control group), determined by power analysis. Data were collected using the "Psychomotor Skills Evaluation Checklists," the "Perceived Stress Scale for Nursing Students," and the "Student Satisfaction and Self-Confidence in Learning Scale."
Read the detailed description
Serious games help to develop participants' problem solving, critical thinking and communication skills, while enriching the learning experience. Serious gaming is a learning-first approach that mimics reality using virtual simulation. These games can be used to optimise the acquisition of clinical skills, stimulate student motivation by completing the simulation and allow teachers to assess students' progress.Video-assisted learning provides learners with a visual tool that facilitates the understanding of abilities and skills. It is often used to illustrate how a teacher or expert addresses a topic, process or skill. The content can then be followed, learnt and applied by learners. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for parenteral drug adminstrantion practices were evaluated
- Conditions
- Nursing Students
- Being tested
- Intervention 1, Intervention 2
- Keywords
- Nursing students, Serious Game, Psychomotor Skills, Stress, Video-Assisted Learning
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Intervention 1Behavioural
Also called Serious game
The students in the serious game group were asked to download the drug applications serious game to their phones. They were asked to play the game for two weeks. The students continued to play the game at any time and as often as they wanted until they won at least one gold medal for each application. At the end of the 2nd week, a questionnaire form and VAS scale were applied to the students to evaluate the post-test data and their satisfaction levels with the game. The collected data were analysed to understand the different dimensions of game satisfaction and to assess overall satisfaction levels.
Intervention 2Behavioural
Also called Video assited learning
A WhatsApp group was established to maintain communication with the students in the video-supported education group. After the pre-test data were collected, the students were introduced to the ed-puzzle web page where they could watch the application videos and were asked to register to the system. No fee was paid to register to the ed-puzzle web page. Students were given the opportunity to watch the videos on the ed-puzzle web page for 2 weeks and answer the questions. Each student was allowed to watch the videos at least once until they answered all the questions correctly. The number of videos watched was monitored by the researcher. At the end of the 2nd week, post-test data were collected from the students.
| Study group | Role | What they receive |
|---|---|---|
| Intervention | Experimental | Serious game group Receives: Behavioral: Intervention 1 |
| Intervention 2 | Experimental | Video asisted learning group Receives: Behavioral: Intervention 2 |
| Control group | No intervention | Control |
What is being measured
The primary outcome is the main question the study is designed to answer.
Effect of Student Satisfaction and Confidence in Learning
For the pre-test data, the students were given the "Individual Introduction Form" and the "Student Satisfaction and Confidence in Learning Scale" and asked to fill them in.
At the end of the 2nd week, the "Student Satisfaction and Confidence in Learning Scale" was applied again to evaluate the satisfaction and self-confidence of the students who received training with different teaching methods for 2 weeks.
The Student Satisfaction and Confidence in Learning Scale was developed to measure the satisfaction and self-confidence of nursing students who experience learning with simulation method. The Turkish validity and reliability study of the scale was conducted by Karaçay and Kaya in 2015. The scale consists of a total of 13 items and 2 sub-dimensions (satisfaction with learning and self-confidence). A score between 13-65 can be obtained from the scale developed in 5-point Likert type. A high score on the scale indicates high 'student satisfaction and self-confidence'.
Measured: 2 weeks later
Effect of Perceived Stress
For the pre-test data, the students were given the "Perceived Stress Scale for Nursing Students" and asked to fill them in.
At the end of the 2nd week, the "Perceived Stress Scale for Nursing Students" was applied again to evaluate the stress of the students who received training with different teaching methods for 2 weeks. The Perceived Stress Scale for Nursing Students was developed to determine the level and type of stress perceived by nursing students in clinical practice. Turkish validity and reliability study was conducted in 2015. The scale consists of a total of 29 items and 6 sub-dimensions. A score between 0-116 can be obtained from the scale developed in 5-point Likert type. A high score on the scale indicates a high degree of stress.
Measured: 2 weeks later
Effect of psychomotor skills
In order to evaluate the psychomotor skill level of the students in the groups, the researcher and the independent observer evaluated the drug administration skills of each student individually and filled out the 'Psychomotor Skill Assessment Checklists for Drug administration'. The skill evaluation process of each student lasted 10-15 minutes.
Skill checklists were developed to evaluate the skill performance of students on urinary system applications. Skill checklists are step-by-step checklists showing the skills expected to be performed by students and were prepared by reviewing the relevant current literature.
Measured: 2 weeks later
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Apr 2025
- Study start15 Jun 2023
- Primary completion25 Jun 2023
- Study completion15 Apr 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing StudentsStudies of the same condition, open and under way.
- More trials run by Inonu UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Crossover
- Model description
- Randomized controlled trial
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 99 participants (actual)
Sponsor and investigators
- Lead sponsor
- Inonu University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Hakime Aslan, Inonu University
- Investigators
- Hakime Aslan, Study director, Faculty of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06947005
- Sponsor's protocol ID
- Tülay Çetkin
- Status last verified
- Apr 2025
- First submitted
- 21 Apr 2025
- Last updated
- 27 Apr 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 27 Apr 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Serious Game and Video-Assisted Education on Nursing Students' Psychomotor Skill Development, Perception of Clinical Stress, Satisfaction and Self-Confidence in Learning
- ClinicalTrials.gov ID
- NCT06947005
- Acronym / sponsor ID
- Tülay Çetkin
- Conditions
- Nursing Students
- Keywords
- Nursing students, Serious Game, Psychomotor Skills, Stress, Video-Assisted Learning
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 99 participants (actual)
- Lead sponsor
- Inonu UniversityUniversity, hospital or other
- Study start
- 15 Jun 2023 (actual)
- Primary completion
- 25 Jun 2023 (actual)
- Study completion
- 15 Apr 2025 (actual)
- First posted
- 27 Apr 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Aim: This study was conducted to evaluate the effect of a serious game and video-assisted training program developed for parenteral drug administration education on nursing students' psychomotor skill development, perception of clinical stress, satisfaction, and self-confidence in learning.
Material and Method: The study was carried out as a randomized controlled experimental research design between June 2023 and April 2025 at the Faculty of Nursing, İnönü University. All students enrolled in the Nursing Department during the Spring Semester of the 2023-2024 academic year constituted the study population. The sample consisted of 99 students (33 in the serious game group, 33 in the video group, and 33 in the control group), determined by power analysis. Data were collected using the "Psychomotor Skills Evaluation Checklists," the "Perceived Stress Scale for Nursing Students," and the "Student Satisfaction and Self-Confidence in Learning Scale."
Detailed description
Serious games help to develop participants' problem solving, critical thinking and communication skills, while enriching the learning experience. Serious gaming is a learning-first approach that mimics reality using virtual simulation. These games can be used to optimise the acquisition of clinical skills, stimulate student motivation by completing the simulation and allow teachers to assess students' progress.Video-assisted learning provides learners with a visual tool that facilitates the understanding of abilities and skills. It is often used to illustrate how a teacher or expert addresses a topic, process or skill. The content can then be followed, learnt and applied by learners. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for parenteral drug adminstrantion practices were evaluated
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- Single blind (participant)
- Number of arms
- 3
- Model description
- Randomized controlled trial
| Arm | Type | Receives |
|---|---|---|
| Intervention | Experimental | Behavioral: Intervention 1Serious game group |
| Intervention 2 | Experimental | Behavioral: Intervention 2Video asisted learning group |
| Control group | No intervention | –Control |
Who may qualify
- Ages
- 18 to 35 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (5 listed)
- Being a 1st year nursing student,
- Receiving training on parenteral drug applications for the first time,
- Not having any physical disabilities related to vision, hearing and motor skills,
- Having a smart mobile phone with Android/IOS operating system, and
- Volunteering to participate in the study.
Key exclusion criteria (3 listed)
- Students who made vertical transfer to the department with DGS because they may have taken the subject of parenteral drug applications in an associate degree programme before,
- Students who did not have a smart mobile phone with Android / IOS operating system and
- Students who did not volunteer to participate in the study were excluded from the study.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Intervention 1Also: Serious gameThe students in the serious game group were asked to download the drug applications serious game to their phones. They were asked to play the game for two weeks. The students continued to play the game at any time and as often as they wanted until they won at least one gold medal for each application. At the end of the 2nd week, a questionnaire form and VAS scale were applied to the students to evaluate the post-test data and their satisfaction levels with the game. The collected data were analysed to understand the different dimensions of game satisfaction and to assess overall satisfaction levels. | Behavioural | Intervention |
| Intervention 2Also: Video assited learningA WhatsApp group was established to maintain communication with the students in the video-supported education group. After the pre-test data were collected, the students were introduced to the ed-puzzle web page where they could watch the application videos and were asked to register to the system. No fee was paid to register to the ed-puzzle web page. Students were given the opportunity to watch the videos on the ed-puzzle web page for 2 weeks and answer the questions. Each student was allowed to watch the videos at least once until they answered all the questions correctly. The number of videos watched was monitored by the researcher. At the end of the 2nd week, post-test data were collected from the students. | Behavioural | Intervention 2 |
Primary outcome
Effect of Student Satisfaction and Confidence in Learning
Time frame: 2 weeks later
For the pre-test data, the students were given the "Individual Introduction Form" and the "Student Satisfaction and Confidence in Learning Scale" and asked to fill them in. At the end of the 2nd week, the "Student Satisfaction and Confidence in Learning Scale" was applied again to evaluate the satisfaction and self-confidence of the students who received training with different teaching methods for 2 weeks. The Student Satisfaction and Confidence in Learning Scale was developed to measure the satisfaction and self-confidence of nursing students who experience learning with simulation method. The Turkish validity and reliability study of the scale was conducted by Karaçay and Kaya in 2015. The scale consists of a total of 13 items and 2 sub-dimensions (satisfaction with learning and self-confidence). A score between 13-65 can be obtained from the scale developed in 5-point Likert type. A high score on the scale indicates high 'student satisfaction and self-confidence'.
Effect of Perceived Stress
Time frame: 2 weeks later
For the pre-test data, the students were given the "Perceived Stress Scale for Nursing Students" and asked to fill them in. At the end of the 2nd week, the "Perceived Stress Scale for Nursing Students" was applied again to evaluate the stress of the students who received training with different teaching methods for 2 weeks. The Perceived Stress Scale for Nursing Students was developed to determine the level and type of stress perceived by nursing students in clinical practice. Turkish validity and reliability study was conducted in 2015. The scale consists of a total of 29 items and 6 sub-dimensions. A score between 0-116 can be obtained from the scale developed in 5-point Likert type. A high score on the scale indicates a high degree of stress.
Effect of psychomotor skills
Time frame: 2 weeks later
In order to evaluate the psychomotor skill level of the students in the groups, the researcher and the independent observer evaluated the drug administration skills of each student individually and filled out the 'Psychomotor Skill Assessment Checklists for Drug administration'. The skill evaluation process of each student lasted 10-15 minutes. Skill checklists were developed to evaluate the skill performance of students on urinary system applications. Skill checklists are step-by-step checklists showing the skills expected to be performed by students and were prepared by reviewing the relevant current literature.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 27 Apr 2025.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Hakime Aslan study director
Faculty of Nursing
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Intervention 1 and Intervention 2 in people with Nursing Students, run by Inonu University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 27 Apr 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Effect of Student Satisfaction and Confidence in Learning (time frame: 2 weeks later). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 27 Apr 2025.