Fostering Empathy and Motivation in Nursing Assistants Through Board Game-Based Learning: A Quasi-Experimental Study

This study evaluated the effectiveness of an educational board game compared with online lectures in enhancing nursing assistants' (NAs) empathy and learning motivation.

NAs play a vital role in patient-centered care; however, training programs often prioritise technical skills over the development of empathy. Game-based learning has shown potential for fostering empathy, but its application to NAs remains underexplored.

A quasi-experimental design was adopted to compare the two instructional strategies in a real-world setting.

This study received approval from the University-Affiliated Institutional Review Board. Written informed consent was obtained from all participants, and measures were taken to ensure confidentiality and anonymity. RESEARCH METHODS, INSTRUMENTS AND INTERVENTIONS; OUTCOME MEASURES: Eighty-three NAs were recruited and assigned to a board game group (n = 35) or an online lecture group (n = 48). Empathy, learning motivation and satisfaction were assessed at baseline, immediately after the intervention, and at the four-week follow-up using validated scales.

The board game group showed significantly greater improvements in empathy at both post-test and follow-up compared with the online lecture group. Both groups reported increased motivation, with intrinsic motivation notably higher in the board game group. Learning satisfaction was also significantly greater among board game participants.

Convenience sampling, reliance on self-reported measures, the single-session intervention and the short follow-up period may limit generalizability and long-term interpretation.

Educational board games provide an effective and engaging strategy to enhance empathy, intrinsic motivation and learning satisfaction among NAs. Their interactive and immersive design fosters emotional awareness, perspective-taking and compassionate care. Nursing administrators are encouraged to integrate board games into empathy training programs. Future research should involve more diverse samples and longer follow-up periods to examine sustained effects.

This study adhered to the TREND checklist for nonrandomized intervention studies.