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Storyline-Based Gamified Blended Learning for ECG Interpretation in Nursing Students
Sponsor: Qom University of Medical Sciences
Summary
The goal of this randomized controlled trial is to determine whether a Storyline-based gamified blended learning (SGBL) intervention improves electrocardiogram (ECG) interpretation competence and self-reported clinical decision-making among undergraduate nursing students. The main questions it aims to answer are: Does the SGBL intervention improve students' ECG interpretation competence compared with conventional face-to-face education? Does the SGBL intervention improve students' self-reported clinical decision-making compared with conventional face-to-face education? Researchers will compare the SGBL intervention with conventional face-to-face, lecture-based education covering the same educational content. Participants will: Attend six weekly face-to-face educational sessions, each lasting 90 minutes. Receive either the SGBL intervention or conventional face-to-face instruction. Complete assessments of ECG interpretation competence and self-reported clinical decision-making before the intervention and two weeks after completion of the educational program.
Official title: Effectiveness of a Storyline-Based Gamified Blended Learning Intervention on Electrocardiogram Interpretation Competence and Self-Reported Clinical Decision-Making Among Undergraduate Nursing Students: A Randomized Controlled Trial
Key Details
Gender
All
Age Range
Any - Any
Study Type
INTERVENTIONAL
Enrollment
66
Start Date
2025-04-05
Completion Date
2025-06-18
Last Updated
2026-10-05
Healthy Volunteers
Yes
Conditions
Interventions
Storyline-based Gamified Blended Learning
The intervention group received a structured educational program that combined face-to-face instruction with an SGBL. To ensure replicability and clarity, the intervention is described below according to its core components: 1. Core Educational Content (The "What"): The educational content was identical for both groups and covered common cardiovascular emergencies and cardiac dysrhythmias, including normal sinus rhythm, sinus bradycardia, sinus tachycardia, paroxysmal supraventricular tachycardia, atrial flutter, atrial fibrillation, normal and accelerated junctional rhythms, premature ventricular contractions, ventricular tachycardia, ventricular fibrillation, first-, second-, and third-degree atrioventricular blocks, and right and left bundle branch blocks. For each rhythm, students learned ECG characteristics, clinical manifestations, nursing assessment, immediate management, and appropriate therapeutic interventions. 2. Instructional Delivery and Procedure (The "How"): The interven
Conventional Face-to-Face Instruction
Participants assigned to the control group received conventional face-to-face instruction. Both groups received instruction covering the same core curricular topics and learning objectives, while the mode of delivery and learning activities differed between groups. All sessions were conducted by the same instructor in the same classroom setting to ensure consistency across groups. The educational content was delivered using standard PowerPoint presentations according to the routine teaching approach used within the undergraduate nursing curriculum. The control group sessions were structured into two distinct phases to match the time allocation of the intervention group: a 60-minute theoretical instruction phase, followed by a 30-minute conventional review and reinforcement phase. During this second phase, the instructor reviewed key concepts from the lecture, responded to student questions, and facilitated paper-based case discussions and group problem-solving activities. Unlike the in
Locations (1)
Qom University of Medical Sciences
Qom, Iran