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To evaluate the impact of game-based teaching on undergraduate nursing students' learning satisfaction, clinical thinking, clinical skills, and anxiety.
Systematic review and meta-analysis.
China National Knowledge Infrastructure, Wanfang, Weipu, SinoMed, CINAHL, PubMed, Web of Science, Cochrane Library, and Embase. Our systematic literature search was conducted up to 31 October 2024 and included all studies published before this date, with no restrictions on publication year.
The study quality was appraised using version 1 of the Cochrane risk-of-bias tool and the JBI Critical Appraisal Tools for Quasi-Experimental Studies. A meta-analysis was performed using STATA version 12.
1712 undergraduate nursing students from 19 studies were included. Meta-analysis showed that game-based teaching improved undergraduate nursing students' learning satisfaction, critical thinking, clinical decision-making, and clinical skills. Game-based teaching did not significantly enhance undergraduate nursing students' problem-solving skills.
Our research findings indicated that game-based teaching had more significant potential to enhance undergraduate nursing students' learning satisfaction, critical thinking, clinical decision-making, and clinical skills. However, game-based teaching did not show a substantial advantage in improving problem-solving skills compared to other teaching methods. Limited studies of the effects of game-based teaching on clinical reasoning and anxiety in nursing students cannot be meta-analysed. Future studies could improve how game-based learning is designed to support undergraduate nursing students' development of these competencies.
This study explores the effects of game-based teaching in nursing education and finds that it promotes learning satisfaction, critical thinking, clinical decision-making, and clinical skills in undergraduate nursing students, while having no significant effect on problem-solving skills. Game-based teaching can be a functional pedagogical approach to guide nursing educators to improve learning outcomes for undergraduate nursing students.
Inapplicable.
To explore the motivations, capacity preparations and career development plans of specialist nurses (SNs) to provide insights for promoting further specialisation in nursing and enhancing the quality of nursing services.
A descriptive phenomenological qualitative study was conducted.
The study was conducted from April to May 2024 at a tertiary hospital in China. A purposive sampling method was used to recruit 35 nurses from various departments of the hospital who had completed specialist nursing training and obtained the necessary qualifications. These SNs participated in face-to-face semi-structured interviews.
Three overarching themes and ten subthemes were extracted. (1) career choices for SNs, included the following subthemes: ‘Social support’, ‘Specialist nursing is charismatic’, ‘Demand for specialized nursing’ and ‘Possessing specialized nursing qualities’. (2) career preparations for SNs, comprised subthemes such as ‘Professional preparation’, ‘Quality requirements’ and ‘Qualification requirements’. (3) career development for SNs, encompassed subthemes like ‘Personal growth’, ‘Team building’ and ‘Disciplinary developments’.
This study explores the motivations and experiences of SNs' career transitions, highlighting social support, the appeal of specialty nursing, industry demand and professional competence. Governments should provide resources for career preparation, while nurses should enhance their knowledge and skills. Becoming a SN marks a new career phase, requiring skill improvement, teamwork and discipline involvement. The study offers insights for general nurses transitioning to specialty nursing and informs SNs' career planning.
These findings provide important guidance for the career development of nurses as specialists, highlighting the crucial role of government, hospitals and nursing advocates in fostering their professional growth.
The study was reported following the Consolidated Criteria for Reporting Qualitative Research Checklist.
No patient or public contribution.
(1) Impact on patients: this study underscores the significance of specialised nursing care and its potential to improve patient outcomes through enhanced expertise and individualised care. (2) Impact on clinical practice: by identifying the motivations and preparations for SNs' career transitions, the research emphasises the importance of specialised knowledge and continuous professional development to enhance clinical practice and quality of care. (3) Impact on education: the study advocates for more comprehensive educational programs and continuous professional development for SNs, ensuring they stay updated with the latest practices and research. (4) Impact on social and economic issues: Promoting specialty nursing can help address healthcare challenges, particularly with aging populations and chronic diseases, improving healthcare efficiency and reducing costs through targeted care.
(1) Establishing a standardised training and certification system is essential to ensure the professionalism, consistency and quality of specialist nursing practice. (2) Developing well-defined career pathways with research opportunities, leadership training and skill enhancement programs fosters SNs' professional growth, and strengthens their ability to adapt to evolving healthcare demands. (3) Enhancing professional autonomy and interdisciplinary collaboration will maximise the impact of SNs in improving patient care and driving healthcare innovation.
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