The effect of serious games and interactive video-based education on nursing students' psychomotor skills, perceived stress, satisfaction and confidence levels in learning: A randomized controlled trial
Nurse Education in Practice, cilt.93, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 93
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.nepr.2026.104824
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, CINAHL, Education Abstracts, Educational research abstracts (ERA), MEDLINE
- Anahtar Kelimeler: Nursing, Satisfaction, Self-confidence, Serious game, Stress, Video-based education
- İnönü Üniversitesi Adresli: Evet
Özet
Aim/objective: This study aimed to evaluate the effects of serious games and interactive video-based education developed for parenteral drug administration on nursing students’ psychomotor skills, perceived stress, satisfaction and self-confidence in learning. Background: Serious games and interactive videos are attracting attention as new technology-based teaching methods that contribute to the development of students' problem-solving, critical thinking, communication and psychomotor skills by creating interactive and realistic settings. Design: This study was conducted as a randomized controlled trial model. Methods: This study was conducted between June 2023 and June 2025 at X University Faculty of Nursing. The study population consisted of first-year nursing students enrolled in the spring semester of the 2023–2024 academic year. The sample consisted of 99 students (SG=33; VBE=33; Control=33). Data were collected using the “Psychomotor Skills Assessment Checklists”, the “Perceived Stress Scale for Nursing Students” and the “Student Satisfaction and Self-Confidence in Learning Scale”. Students in the experimental groups received two weeks of training through serious games or interactive video-assisted instruction. Results: Both serious games and interactive video-based training significantly improved psychomotor skill performance compared with the control group (p < 0.05). Students in the experimental groups also demonstrated significantly lower perceived stress levels and higher satisfaction and self-confidence in learning than those in the control group (p < 0.05). Conclusion: Serious games and interactive video-based education were effective in enhancing psychomotor skills, reducing perceived stress and increasing satisfaction and self-confidence among nursing students. These findings support the integration of serious games and interactive videos into nursing education.