Application of a serious-game-based blended learning approach for acute pulmonary embolism training among thoracic...

To examine the effectiveness of a serious-game-based blended learning approach in training thoracic surgery nurses on APE.

Acute pulmonary embolism (APE) is a time-sensitive emergency in thoracic surgery settings. Integrating serious games into blended learning may enhance engagement and knowledge acquisition compared with traditional instruction.

Quasi-experimental study using two non-equivalent intact ward groups.

A concurrent controlled quasi-experimental study was conducted in an oncology hospital in Zhejiang Province, China. Twenty nurses from Thoracic Surgery Ward I were assigned to the experimental group and twenty from Ward II served as the control group. The experimental group received a serious-game-based blended learning intervention, whereas the control group underwent traditional instruction. Teaching outcomes included theoretical test scores, skills performance and learning satisfaction. Paired t-tests were used for within-group pre-post comparisons and independent-samples t-tests were conducted to compare outcomes between groups.

Baseline theoretical knowledge scores were comparable between the two groups. After the intervention, the experimental group achieved significantly higher theoretical knowledge scores than the control group (6.65 SD 1.63 vs. 5.50 SD 1.61, Cohen's d=0.71, p = 0.031). Both groups demonstrated significant improvements in skills performance (all p < 0.001), with no significant between-group differences (all p > 0.05). The experimental group reported higher overall learning satisfaction (57.80 SD 8.01 vs. 52.90 SD 5.30, Cohen's d=0.72, p = 0.028), particularly regarding flexibility of teaching methods, active learning motivation and preference for the teaching approach (all p < 0.05).

A serious-game-based blended learning approach was associated with higher theoretical knowledge scores and learning satisfaction in APE training. Given the quasi-experimental design, single-centre setting and unequal learning exposure between groups, these findings should be interpreted cautiously. This approach warrants further investigation in larger and more diverse settings.