Virtual gaming simulation and its impact on psychiatric nursing students' perceived learning and self-directed...

Area of Science:

• Nursing Education
• Medical Simulation
• Digital Health

Background:

• Psychiatric nursing education faces challenges with complex patient interactions and limited clinical experience, causing student anxiety.
• Virtual gaming simulations (VGS) offer a solution by replicating clinical scenarios to boost knowledge, confidence, and competence in mental health care.

Purpose of the Study:

• To evaluate the impact of VGS on perceived learning outcomes and self-directed learning skills in psychiatric nursing students.
• To explore VGS as an innovative method to overcome limitations in traditional psychiatric nursing clinical training.

Main Methods:

• A quasi-experimental study with a pre-test/post-test non-equivalent control group design was conducted.
• 247 fourth-year nursing students participated, utilizing the "Therapeutic Communication and Mental Health Assessment" VGS.
• Data were collected using the Gameful Experience Scale (GAMEX), Perceived Learning Scale (CAP), and Self-Directed Learning Instrument (SDLI), analyzed with chi-square, t-tests, and GEE.

Main Results:

• VGS significantly improved students' perceived learning outcomes (p < 0.001) and all dimensions of the Gameful Experience Scale (GAMEX).
• Students demonstrated enhanced self-directed learning skills after participating in the VGS intervention.
• The VGS approach positively impacted students' overall learning experience and skill development.

Conclusions:

• Virtual gaming simulation is a transformative strategy for psychiatric nursing education, enhancing clinical skills through gamification.
• VGS effectively supplements traditional simulation methods, improving student engagement and learning.
• Future research should explore the integration of virtual reality technology within VGS for psychiatric nursing training.