Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

Ching-Yi Chang; Intan Setiani; Darmawansah Darmawansah; Jie Chi Yang

doi:10.1016/j.nedt.2024.106213

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

Nurse Educ Today. 2024 Apr 10:139:106213. doi: 10.1016/j.nedt.2024.106213. Online ahead of print.

Authors

Ching-Yi Chang¹, Intan Setiani², Darmawansah Darmawansah³, Jie Chi Yang⁴

Affiliations

¹ School of Nursing, College of Nursing, Taipei Medical University, Taiwan.
² Graduate Institute of Network Learning Technology, National Central University, Taiwan.
³ Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taiwan.
⁴ Graduate Institute of Network Learning Technology, National Central University, Taiwan; Research Center for Science and Technology for Learning, National Central University, Taiwan. Electronic address: yang@cl.ncu.edu.tw.

PMID: 38640556
DOI: 10.1016/j.nedt.2024.106213

Abstract

Background: In the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities.

Methods: A quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups.

Results: The findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation.

Conclusion: As an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

Keywords: Entrustable professional activities; Game-based learning; Learning performance; Nursing education; Nursing skills; Self-regulated learning.