Fijačko, Nino; Masterson Creber, Ruth; Metličar, Špela; Strnad, Matej; Greif, Robert; Štiglic, Gregor; Skok, Pavel (2024). Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List-Controlled Trial. JMIR Serious Games, 12(e56037) JMIR Publications 10.2196/56037
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BACKGROUND
Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time. To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education.
OBJECTIVE
The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students' theoretical knowledge of and practical skills in adult BLS.
METHODS
This study used a randomized wait list-controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants' theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist.
RESULTS
In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants' theoretical knowledge and practical skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator.
CONCLUSIONS
Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training.
TRIAL REGISTRATION
ClinicalTrials.gov (NCT05784675); https://clinicaltrials.gov/study/NCT05784675.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
04 Faculty of Medicine > Department of Intensive Care, Emergency Medicine and Anaesthesiology (DINA) > Clinic and Policlinic for Anaesthesiology and Pain Therapy |
UniBE Contributor: |
Greif, Robert |
Subjects: |
600 Technology > 610 Medicine & health |
ISSN: |
2291-9279 |
Publisher: |
JMIR Publications |
Language: |
English |
Submitter: |
Pubmed Import |
Date Deposited: |
08 Apr 2024 11:11 |
Last Modified: |
08 Apr 2024 15:41 |
Publisher DOI: |
10.2196/56037 |
PubMed ID: |
38578690 |
Uncontrolled Keywords: |
RCT TEL adult basic life support app application applications apps controlled trial education educational game games gaming knowledge retention life support mHealth mobile health nurse nurses nursing practical practice randomized controlled trial resuscitation serious smartphone game smartphone smartphones teaching technology-enhanced learning theoretical knowledge |
BORIS DOI: |
10.48350/195720 |
URI: |
https://boris.unibe.ch/id/eprint/195720 |
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