Description Module
The Description Module contains narrative descriptions of the clinical trial, including a brief summary and detailed description. These descriptions provide important information about the study's purpose, methodology, and key details in language accessible to both researchers and the general public.
Description Module path is as follows:
Study -> Protocol Section -> Description Module
Description Module
Ignite Creation Date:
2026-03-26 @ 3:20 PM
Ignite Modification Date:
2026-03-26 @ 3:20 PM
NCT ID:
NCT07423702
Brief Summary:
This study aims to evaluate the effectiveness of digital game-based learning in teaching evidence-based surgical site infection prevention interventions to second-year nursing students. Using a mixed-methods randomized controlled design, students will be assigned to either a digital game-based learning group or a traditional theoretical education group.
Quantitative outcomes will assess changes in students' knowledge levels and cognitive load across three measurement points (baseline, 4-week post-intervention, and 8-week follow-up). In addition, qualitative data will be collected through semi-structured interviews with students in the intervention group to explore their learning experiences and perceptions of the digital learning approach.
The findings of this study are expected to contribute to evidence-based educational strategies in nursing education, particularly in the teaching of surgical site infection prevention.
Detailed Description:
This mixed-methods randomized controlled trial is designed to compare the effectiveness of digital game-based learning with traditional theoretical education in teaching surgical site infection prevention interventions to second-year nursing students.
Participants will be randomly assigned to either an intervention group receiving digital game-based learning or a control group receiving instructor-led theoretical education based on current guidelines. Quantitative data will be collected using a three-time-point measurement design, including baseline assessment, a post-intervention assessment at the 4th week, and a follow-up assessment at the 8th week to evaluate knowledge retention and cognitive load associated with the learning process.
To complement the quantitative findings, a qualitative component will be conducted with students from the digital game-based learning group. Semi-structured interviews will be used to explore students' experiences, perceived benefits, and challenges related to the digital learning intervention. Qualitative data will be analyzed using thematic analysis.
By integrating quantitative and qualitative data, this study aims to provide a comprehensive evaluation of digital game-based learning as an innovative educational approach for teaching surgical site infection prevention in nursing education.
Study:
NCT07423702
Study Brief:
Protocol Section:
NCT07423702