Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...

Applications of GIS: Disaster Management and Emergency Response

Applications of GIS: Disaster Management and Emergency Response

Geographic Information System (GIS) technology is essential for risk identification, action prioritization, and resource optimization in critical situations like flooding and earthquakes. By integrating spatial and demographic data, GIS provides a comprehensive framework for emergency response.GIS integrates data layers, like rainfall intensity, topography, elevation profiles, and river levels, to model high-risk flood zones. These layers assess areas susceptible to flooding based on their...

Specialized Care Centers and Settings-II

Specialized Care Centers and Settings-II

Rural Health Centers
Rural health centers are specialized care facilities in remote locations with very few medical personnel. The primary care providers who run the centers are mostly Registered Nurse Practitioners. Here, emergency treatment is provided to critically ill or injured patients before they are transferred to the closest hospital. Fortunately, due to advancement in technology, many rural healthcare facilities and professionals have easy access to diagnostic and treatment...

Current Trends in Nursing II

Current Trends in Nursing II

Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Visible-Light-Induced Hydrosilylation Enabled by an <i>In Situ</i> Assembled Photoactive Complex.

Organic letters·2026

Same author

Spirocyclization-Enabled Remote Phosphorothiolation of Nonactivated Arenes via Dual Photoredox/Copper-Catalyzed Dearomatization.

Organic letters·2026

Same author

Photoredox-Catalyzed Modular Synthesis of ε-Lactams via Acrylamides Cyclization Enabled by Radical-Polar Crossover-Mediated Carbanion Trapping.

Organic letters·2026

Same author

Photoredox-Mediated C-N Bond Cleavage Enables Synthesis of <i>Tetra</i>-Substituted Olefins via Reductive Radical-Polar Crossover.

Organic letters·2025

Same author

Photoredox-Catalyzed Radical Relay for C─N Cleavage and Ring Expansion: Accessing Medium-Sized Lactams From Unstrained Cyclic Amines.

Angewandte Chemie (International ed. in English)·2025

Same author

Research and Application of the Deviation Reduction Mechanism in Stratified Cutting Drilling of Soft-Fragmented Coal Seams.

ACS omega·2025

Search research articles

Related Experiment Video

Updated: Nov 6, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Does theme game-based teaching promote better learning about disaster nursing than scenario simulation: A randomized

Denghui Ma¹, Yuxin Shi¹, Guai Zhang¹

¹Wuhan University, School of Health Sciences Faculty of Nursing, No. 115 Donghu Road, Wuchang, Wuhan, Hubei Province 430071, PR China.

Nurse Education Today

|May 7, 2021

Summary

Theme game-based teaching significantly improves nursing students' disaster nursing competency compared to traditional scenario simulation. This innovative approach enhances learning outcomes in disaster preparedness education.

Keywords:

Disaster nursing Nurse education Nursing students Randomized controlled trial Scenario simulation Theme game

More Related Videos

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Setup and Execution Of the Blindfolded Code Training Exercise

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Related Experiment Videos

Last Updated: Nov 6, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Setup and Execution Of the Blindfolded Code Training Exercise

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Area of Science:

Nursing Education
Health Professions Education
Medical Simulation

Background:

Game-based teaching is increasingly recognized in nursing education for its potential to boost motivation and learning.
While games show promise, their comparative effectiveness against traditional methods like scenario simulation for disaster nursing competency remains unclear.

Purpose of the Study:

To compare the effectiveness of theme game-based teaching versus scenario simulation in enhancing disaster nursing competency among nursing students.

Main Methods:

A randomized controlled trial involving 104 nursing students.
The intervention group received disaster-themed game-based teaching, while the control group underwent multi-station disaster simulation.
Disaster nursing competence was assessed using the Questionnaire of Disaster Rescue Ability via pre- and post-tests.

Main Results:

The intervention group demonstrated significantly higher overall disaster nursing competence post-intervention (4.04 ± 0.43) compared to the control group (3.77 ± 0.45; P = 0.002).
Significant improvements were observed in the intervention group across cognitive (P = 0.004), skill (P = 0.008), and affective response (P = 0.010) domains.

Conclusions:

Theme game-based teaching is a more effective pedagogical strategy than scenario simulation for improving nursing students' disaster nursing competence.
This finding supports the integration of game-based learning into nursing curricula for disaster preparedness.