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Related Concept Videos

Nursing Clinical Information System01:27

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Nursing Clinical Information System (NCIS)
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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...
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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Improving Nursing Students' COVID-19 Knowledge Using a Serious Game.

Hai Hu1, Xiaoqin Lai, Longping Yan

  • 1Author Affiliations: Emergency Management Office, West China Hospital (Dr Hu), West China Medical School (Dr Hu and Ms Yan), China International Emergency Medical Team (Sichuan) (Drs Hu and Lai), Day Surgery Center, West China Hospital (Dr Lai), and West China School of Nursing (Dr Lai and Ms Yan), Sichuan University, Chengdu, P.R. China.

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Summary
This summary is machine-generated.

Serious games improve nursing students' knowledge retention of COVID-19 compared to online lectures. This educational technology enhances long-term understanding of the novel coronavirus disease.

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Area of Science:

  • Medical Education
  • Infectious Diseases
  • Serious Games

Background:

  • COVID-19 education is crucial for nursing students.
  • Traditional online lectures may not optimize knowledge retention.
  • Serious games offer interactive learning through simulated cases.

Purpose of the Study:

  • To compare the effectiveness of a serious game versus online lectures for COVID-19 education in nursing students.
  • To assess knowledge mastery and retention of COVID-19 information.
  • To evaluate the impact of a serious game-based learning application on nursing students' understanding.

Main Methods:

  • Retrospective observational study design.
  • Utilized preclass, postclass, and final test scores from 130 nursing students.
  • Compared a serious game intervention group with an online lecture group.

Main Results:

  • Both teaching methods significantly increased short-term COVID-19 knowledge.
  • No statistical difference was found in immediate post-intervention scores between groups.
  • The serious game group demonstrated significantly higher knowledge retention in final test scores.

Conclusions:

  • Serious game-based learning is a potentially effective tool for COVID-19 education in nursing.
  • This method shows particular promise for enhancing long-term knowledge retention among nursing students.
  • Interactive, simulated case-based learning may surpass traditional lectures for disease education.