Clinical Research Directory

EXAMINATION OF THE EFFECTIVENESS OF GAME-BASED LEARNING METHOD IN START TRIAGE TRAINING IN DISASTERS

In the study titled "Investigating the Effect of Game-Based Learning Method in Disaster Triage Training," researchers aim to compare the effectiveness of game-based learning methods with classical face-to-face learning techniques. With advancing technology, access to information and learning methods are also evolving. It is crucial for paramedics to access and learn new information using methods they can apply both during their training and in their professional lives. For the pre-hospital, comprehensive paramedic system, using different learning methods in different learning environments will both facilitate access to information and improve information retention, thus facilitating learning. Especially in major changes like earthquakes, creating suitable situational conditions for practical application is quite difficult. However, game-based learning or transformations like game-based learning are quite suitable for this purpose. The programming goal is to facilitate the change in critical conditions such as triage for paramedic centers, which play very important roles extending beyond the pre-hospital setting, and to provide them with practical services by always ensuring easy access to information, using the rapidly spreading game-based learning deployment worldwide. The study will be conducted in a quasi-experimental style. Using both face-to-face and game-based learning methods, experimental and control groups will be formed and training requirements will be met. For this study, applicants from the first-year paramedic programs of two selected universities will be included; one group will be the experimental group, and the other will be the control group. A minimum of 60 students are planned to participate. The aim of the study is to examine the knowledge levels of first-year paramedics who have never received triage training before, using a pre-test. Following this, one group will receive face-to-face training, while the other group will be introduced to and play a triage initiation game. A second test will be administered one week later to assess the learning outcomes in both groups. Finally, a third test will be administered three months later to permanently assess the learned information in both groups. Additionally, after each test, a decision-making performance assessment, a change process, and a web-based learning experience (for the game-based group) will be administered to evaluate the overall learning outcome.

Effectiveness of Digital Escape Room Game-Based Disaster Midwifery Training: MERCI Model

Midwives play important societal roles during the post-crisis transition and recovery phase. Specific guidelines regarding the roles and responsibilities of midwives, who constitute a significant majority among healthcare professionals, in disaster management need to be developed, and the concept of disaster midwifery needs to be developed. Providing midwife candidates with disaster awareness throughout their undergraduate education will also positively impact individuals' self-efficacy. In recent years, educational plans for emergency obstetric care and management have evolved from traditional theoretical and clinical training to game-based learning, gamification, and training using mannequins and simulators. It is suggested that using different learning strategies in the training of healthcare professionals in emergency obstetric situations will improve the quality of care and reduce maternal mortality rates. Natural disasters such as disasters can cause serious obstetric emergencies requiring immediate intervention and management. Supporting the professional training of midwives, who play important roles and responsibilities in disaster management, with diverse teaching strategies is crucial for enhancing their individual competencies. This study is based on a game-based learning approach through an interactive, educational digital escape room game developed on the Genially platform. Therefore, this study was designed to investigate the effects of a digital escape room game-based disaster midwifery training on midwifery students' knowledge, self-efficacy in disaster response, and confidence and anxiety levels in clinical decision-making. This experimental study, designed with a randomized pretest, posttest, and follow-up design and a control group, will be conducted with third- and fourth-year midwifery students in the Department of Midwifery at the Health Sciences University (SBU), Hamidiye Faculty of Health Sciences (HSBF), during the spring semester of the 2025-2026 academic year. The sample size was determined using Koca and Arkan's study. Based on a Cohen's d = 1.35 effect size and a power level of 95%, a total of 80 participants were planned, with 40 students in each group. Participants included in the study will be administered the "Informed Consent Form," "Introductory Information Form," "Disaster Midwifery Information Form," "Disaster Intervention Self-Efficacy Scale," "Self-Confidence and Anxiety Scale in Clinical Decision Making," and "Game Experience Scale." Discussions and conclusions of the study will be written based on the findings.

Effectiveness of Virtual Simulation Game in Teaching Venous Blood Sampling Skills to Nursing Students

The goal of this randomized controlled trial is to evaluate the effectiveness of the Virtual Simulation Game (VSG) method in teaching venous blood sampling (VBS) skills to second-year nursing students. The study aims to provide a safe, engaging, and innovative learning environment for nursing students, enabling them to improve their skills without compromising patient safety. The main questions the study seeks to answer are: Does VSG training improve nursing students' knowledge levels in VBS education? Does VSG training enhance nursing students' practical performance in VBS procedures? Does VSG training increase nursing students' satisfaction with VBS education? Does VSG training boost nursing students' confidence in performing VBS? Does VSG training enhance nursing students' comfort during VBS practice? Researchers will compare the Virtual Simulation Game (VSG) method to the standard technique. In the VSG group, students will engage with an interactive simulation game to practice VBS skills virtually before applying them in a clinical setting. In the control group, students will practice VBS skills using traditional methods in a laboratory environment. Participants' Tasks: Students in the VSG group will: Log in to the simulation platform with their credentials. Complete interactive training scenarios that mimic real-life challenges in venous blood sampling. Practice the procedure on their peers under supervision. Students in the control group will: Practice VBS directly on their peers under supervision without using simulation. After practicing, all students will be observed for 15 minutes by expert nurses for potential complications or discomfort. If needed, participants will receive medical care. This study adheres to the CONSORT guidelines for randomized controlled trials and incorporates validated instruments to measure knowledge, skill performance, satisfaction, confidence, and comfort levels among participants. The findings aim to bridge the gap in nursing education by introducing an innovative, technology-driven approach to skill training.