Gamification-Enhanced Problem-Based Learning
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorThe University of Hong Kong
About this trial
The goal of this randomized controlled trial is to compare the effects of "Gamification-Enhanced Problem-Based Learning" and a lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong. The main questions it aims to answer are:
1. What is the level of critical thinking disposition, metacognitive awareness and clinical competence of nursing students of enrolled nurse in higher diploma education in Hong Kong? 2. What is the relationship of clinical competence is related to critical thinking disposition and metacognitive awareness among nursing students of enrolled nurse in higher diploma education in HK? 3. What are the effects of "Gamification-Enhanced Problem-Based Learning" and lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong?
Participants will receive five sessions of "Gamification-Enhanced Problem-Based Learning" for five weeks.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
aged 18 or above;
year 2 nursing students from full-time program;
education level post-secondary school or above;
consent given to participate voluntarily in this study;
Disqualifiers
healthcare working experience prior to enrollment into the undergraduate nursing program;
repeater.
Trial design
Design model
Parallel
Treatments tested in this trial
Gamification-Enhanced Problem-Based Learning
Other interventionAn educational intervention combines principles of problem-based learning (PBL) with game design elements including scores, leaderboards, digital badges, challenges, immersive experiences, feedback and rewards into problem-based learning.
Conventional didactic lecture (usual practice)
Other interventionA didactic teaching approach in which course content is delivered to nursing students primarily through PowerPoint presentation by lecturer.
Treatment groups
100 Participants
are divided into 2 treatment groupsGroup A: Gamification-Enhanced Problem-Based LearningExperimental treatment 1 intervention
Group B: LectureOther 1 intervention
Trial outcomes
Primary outcomes
1
Critical thinking disposition
The critical thinking disposition will be measured by The California Critical Thinking Disposition Inventory (CCTDI). It is a 75-item scale tool with seven subscales: "Truth-seeking", "Open-mindedness", "Analyticity", "Systematicity", "Confidence in reasoning", "Inquisitiveness" and "Maturity of judgment".
Time frame
Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9Secondary outcomes
1
Metacognitive awareness
Metacognitive awareness will be measured by Metacognitive Awareness Inventory (MAI). It is a 52-item Likert scale tool with two subscales: "knowledge of cognition" (17 items) and "regulation of cognition" (35 items).
Time frame
Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 92
Clinical competence
The clinical competence will be measured by the Nurse Professional Competence Scale Short Form (NPC Scale-SF). It is a 35-item Likert scale tool with six subscales: "Nursing Care", "Value-based Nursing Care", "Medical and Technical Care", "Care Pedagogics", "Documentation and Administration of Nursing Care", and "Development, Leadership, and Organization of Nursing Care".
Time frame
Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9Sponsors and contacts
Click on the lead sponsor to view all of their trials.
Source ClinicalTrials.gov