Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.nedt.2017.04.027
Title: Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial
Authors: Tan A.J.Q.
Lee C.C.S. 
Lin P.Y.
Cooper S.
Lau L.S.T. 
Chua W.L. 
Liaw S.Y. 
Keywords: Blood transfusion
Nursing education
Patient safety
Serious game
Simulation
Issue Date: 2017
Publisher: Churchill Livingstone
Citation: Tan A.J.Q., Lee C.C.S., Lin P.Y., Cooper S., Lau L.S.T., Chua W.L., Liaw S.Y. (2017). Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial. Nurse Education Today 55 : 38-44. ScholarBank@NUS Repository. https://doi.org/10.1016/j.nedt.2017.04.027
Abstract: Background Preparing nursing students for the knowledge and skills required for the administration and monitoring of blood components is crucial for entry into clinical practice. Serious games create opportunities to develop this competency, which can be used as a self-directed learning strategy to complement existing didactic learning and simulation-based strategies. Aim To describe the development and evaluation of a serious game to improve nursing students' knowledge, confidence, and performance in blood transfusion. Method An experiential gaming model was applied to guide the design of the serious game environment. A clustered, randomized controlled trial was conducted with 103 second-year undergraduate nursing students who were randomized into control or experimental groups. After a baseline evaluation of the participants' knowledge and confidence on blood transfusion procedure, the experimental group undertook a blood transfusion serious game and completed a questionnaire to evaluate their learning experience. All participants' clinical performances were evaluated in a simulated environment. Results The post-test knowledge and confidence mean scores of the experimental group improved significantly (p < 0.001) after the serious game intervention compared to pre-test mean scores and to post-test mean scores of the control group (p < 0.001). However, no significance difference (p = 0.11) was found between the experimental and control groups on the post-test performance mean scores. The participants evaluated the serious game positively. Conclusion The study provided evidence on the effectiveness of a serious game in improving the knowledge and confidence of nursing students on blood transfusion practice. The features of this serious game could be further developed to incorporate additional scenarios with repetitive exercises and feedback to enhance the impact on clinical performance. Given the flexibility, practicality, and scalability of such a game, they can serve as a promising approach to optimize learning when blended with high-fidelity simulation. � 2017
Source Title: Nurse Education Today
URI: http://scholarbank.nus.edu.sg/handle/10635/142968
ISSN: 02606917
DOI: 10.1016/j.nedt.2017.04.027
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