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Published on: December 16, 2010
Effectiveness of an ECG board game and embodied learning intervention for ECG education among nurses and nursing
Hsiao-Yen Hsieh1, Tzu-Pei Yeh2, Yi-Hsuan Chiang3
1Administrative Services Center, An-Nan Hospital, China Medical University, Tainan, Taiwan; Department of Nursing, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan; Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan; School of Nursing, China Medical University, Taichung, Taiwan.
Aim:
To evaluate the effects of a combined electrocardiogram (ECG) board game and embodied learning intervention on ECG knowledge, confidence, learner perceptions and learning satisfaction among nurses and nursing students.
Background:
Nurses and nursing students have insufficient knowledge of and confidence in ECG interpretation. Multimodal learning may improve outcomes.
Design:
A randomized controlled trial.
Methods:
Of 254 randomized participants from one teaching hospital and two universities in Taiwan, 236 with complete post-intervention data were included in the per-protocol analysis (experimental n = 120; control n = 116). The experimental group received a 90-minute ECG board game and embodied learning intervention; the control group received equivalent video-based instruction. Knowledge and confidence were assessed immediately before and after the intervention; perceptions and satisfaction were assessed afterward. Baseline-adjusted ANCOVA compared groups.
Results:
Both groups improved in knowledge and confidence (all p < 0.001). The intervention group had higher adjusted post-test knowledge scores (mean difference 4.12, 95% CI 0.38-7.86; p = 0.031; partial η² = 0.020) and confidence scores (mean difference 4.50, 95% CI 0.89-8.12; p = 0.015; partial η² = 0.025). Perceptions (Cohen's d = 1.24) and satisfaction (Cohen's d = 0.87) also favored the intervention (both p < 0.001).
Conclusions:
The intervention produced small additional gains in knowledge and confidence and large favorable differences in learner perceptions and satisfaction. Findings are limited to immediate educational outcomes; longer-term retention and objective clinical performance require further study.
Clinicaltrials:
gov: NCT07646236; retrospectively registered on 11 June 2026.
