レベルアップ:集中治療看護教育のためのビデオゲーム
James S Cho1, Stephanie Chan2, Min Yang1
1Massachusetts General Hospital, Boston, Massachusetts.
Journal of continuing education in nursing
|February 13, 2026
まとめ
ゲーミー化された学習は,集中治療室 (ICU) の看護師が4人の訓練のモニタリングに関する知識を大幅に改善しました. この魅力的な15分間のビデオゲーム介入は,教育的な効果のために参加者によって高く評価されました.
科学分野:
- 医療教育 医療教育について
- 介護教育に関する教育
- 医療におけるゲーミフィケーション
背景:
- 集中治療室 (ICU) の看護師のための継続教育は,アクセシビリティと時間の効率性において課題を提示します.
- ゲーミー化された学習は,プロフェッショナル開発のための潜在的に魅力的で時間効率の良い代替案を提供します.
研究 の 目的:
- ロールプレイングビデオゲームの効果を評価し,ICUの看護師の4人組のモニタリングに関する知識を向上させる.
- 教育的モダリティとしてのゲーム化された学習に対するICU看護師の態度を評価する.
主な方法:
- 17人の外科ICUの看護師を対象に,単一アームのプレテスト・ポストテスト研究デザインが採用されました.
- 参加者は,臨床的意思決定に焦点を当てた15分間のタブレットベースのゲーム化された介入の前と後の8項目の知識テストを完了しました.
- ゲーム後の調査で,参加者のエンゲージメント,使いやすさ,教育効果の認識が評価されました.
主要な成果:
- トレイン・オブ・フォー・モニタリング・テストの平均スコアは3.41から7.12に大幅に改善されました (p < .001).
- ゲーミー化された介入は, 88.2%が魅力的で, 94.1%が使いやすいと考え, 100%が教育的に効果的であると評価されました.
- 質的なフィードバックはゲームの関連性とインタラクティビティを強調した.
結論:
- 短いゲーム化された学習介入により,ICUの看護師の4人組の監視に関する知識が効果的に改善されました.
- ゲーミフィケーションは,臨床看護教育の価値ある,受け入れられたツールとしての潜在能力を示しています.
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