Effectiveness of a Gamified Educational Intervention on Palliative Care Knowledge Among Nursing Students: A Single-Group Pre–Post Intervention Study.
Traditional palliative care education may limit the development of clinical competencies and attitudes required to alleviate suffering and improve quality of life. Gamification has been proposed as an alternative educational strategy in this field. Background/Objectives: This study aimed to assess t...
| Publicado en: | Nursing Reports Vol. 16; no. 4; pp. 105 - 119 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193440285&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193440285 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Apr2026 vid: 16 iid: 4 pid: 97109 pub: MDPI artinfo: ui: 193440285 193440285 193440285 10.3390/nursrep16040105 193440285 ppf: 105 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effectiveness of a Gamified Educational Intervention on Palliative Care Knowledge Among Nursing Students: A Single-Group Pre–Post Intervention Study. aug: au: Vaca-Auz, Janet Jaramillo-Jácome, Karen Chacón-Guerra, Melisa Anaya-González, Jorge L. affil: Faculty of Health Sciences, Universidad Técnica del Norte, Ibarra 100150, Ecuador sug: subj: Students, Nursing Palliative Care Education Gamification Student Knowledge Evaluation Outcomes of Education Evaluation Human Pretest-Posttest Control Group Design Palliative Care Nursing Colleges and Universities Ecuador Male Female Young Adult Questionnaires Student Satisfaction Descriptive Statistics Wilcoxon Signed Rank Test Logistic Regression Odds Ratio Confidence Intervals Data Analysis Software Funding Source Male Female ab: Traditional palliative care education may limit the development of clinical competencies and attitudes required to alleviate suffering and improve quality of life. Gamification has been proposed as an alternative educational strategy in this field. Background/Objectives: This study aimed to assess the association between gamification-based intervention and palliative care knowledge among nursing students at a public university. Methods: This single-group, pre–post-intervention study was conducted in the Nursing Program of the Universidad Técnica del Norte, Ecuador, including 136 students from the accessible population. Palliative care knowledge was assessed before and after the intervention using the validated Palliative Care Quiz for Nursing (PCQN-SV). Student satisfaction and Moodle usability were assessed using a 10-item Likert-type questionnaire. The gamified educational intervention was delivered online over 60 h. Data were analyzed using descriptive statistics and Wilcoxon signed-rank tests for paired comparisons, and exploratory logistic regression analyses were conducted to evaluate contextual differences across hospitals. Statistical significance was set at α = 0.05. Results: The mean age was 22.9 years (SD = 1.89), and 73.5% were female. Knowledge scores increased significantly after the intervention (Wilcoxon signed-rank test, p < 0.001; r = 0.35). The proportion of students achieving sufficient knowledge (≥13 correct responses) increased from 27.2% (37/136) at baseline to 49.3% (67/136) post-intervention. Contextual analysis indicated variability across clinical training sites, with Lago Agrio showing higher odds of sufficient knowledge (aOR = 3.25; 95% CI [1.26–8.41]; p = 0.015). Conclusions: The gamified intervention was associated with increased palliative care knowledge among nursing students. Heterogeneity across hospitals suggests that contextual factors may influence the magnitude of change. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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