Effectiveness of Digital Game-Based Learning in Teaching Surgical Site Infection Prevention to Nursing Students (PreSSI-DGBL)

hatice akaltun

Status: Enrolling

Conditions: Surgical Site Infection Prevention; Nursing Education

Treatments: Behavioral: Digital Game-Based Learning; Behavioral: Traditional Theoretical Education

Study type: Interventional

Funder types: Other

Identifiers

NCT07423702

VYYU-SBF-HAKALTUN-003

Details and patient eligibility

About

This study aims to evaluate the effectiveness of digital game-based learning in teaching evidence-based surgical site infection prevention interventions to second-year nursing students. Using a mixed-methods randomized controlled design, students will be assigned to either a digital game-based learning group or a traditional theoretical education group.

Quantitative outcomes will assess changes in students' knowledge levels and cognitive load across three measurement points (baseline, 4-week post-intervention, and 8-week follow-up). In addition, qualitative data will be collected through semi-structured interviews with students in the intervention group to explore their learning experiences and perceptions of the digital learning approach.

The findings of this study are expected to contribute to evidence-based educational strategies in nursing education, particularly in the teaching of surgical site infection prevention.

Full description

This mixed-methods randomized controlled trial is designed to compare the effectiveness of digital game-based learning with traditional theoretical education in teaching surgical site infection prevention interventions to second-year nursing students.

Participants will be randomly assigned to either an intervention group receiving digital game-based learning or a control group receiving instructor-led theoretical education based on current guidelines. Quantitative data will be collected using a three-time-point measurement design, including baseline assessment, a post-intervention assessment at the 4th week, and a follow-up assessment at the 8th week to evaluate knowledge retention and cognitive load associated with the learning process.

To complement the quantitative findings, a qualitative component will be conducted with students from the digital game-based learning group. Semi-structured interviews will be used to explore students' experiences, perceived benefits, and challenges related to the digital learning intervention. Qualitative data will be analyzed using thematic analysis.

By integrating quantitative and qualitative data, this study aims to provide a comprehensive evaluation of digital game-based learning as an innovative educational approach for teaching surgical site infection prevention in nursing education.

Enrollment: 88 estimated patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Undergraduate nursing students Students who voluntarily agree to participate and provide written informed consent Students who have not previously received formal education on surgical site infection prevention Students who are able to participate in the digital game-based learning intervention and outcome assessments

Exclusion criteria

• Students who have previously received advanced or certified training on surgical site infection prevention Students who fail to complete any of the assessment time points (pre-test, post-test, or retention test) Students who do not complete the digital game-based learning intervention

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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88 participants in 2 patient groups

Digital Game-Based Learning Group

Experimental group

Description:

Participants in this arm will receive a digital game-based learning intervention designed to teach evidence-based surgical site infection prevention interventions. The digital game includes interactive scenarios and learning tasks aligned with current guidelines. Participants will engage with the digital game as part of their educational activities during the study period.

Treatment:

Behavioral: Digital Game-Based Learning

Traditional Theoretical Education Group

Active Comparator group

Description:

Participants in this arm will receive traditional instructor-led theoretical education on surgical site infection prevention based on current evidence-based guidelines. The education will be delivered using conventional teaching methods routinely applied in nursing education.

Treatment:

Behavioral: Traditional Theoretical Education