Effectiveness of Game-Based Teaching Method on Nursing Students’ Knowledge of Enhanced Recovery After Surgery (ERAS)

Abstract

Abstract Background Technology is a creation of humans, so when an educator can implement technology in teaching, it is also innovative. New technology allows educators to provide various ways for media to address diverse learning styles, such as animation, live video, gaming, etc. Objective The current study aimed to define the effectiveness of the game-based teaching method on nursing students’ knowledge of ERAS. The study was conducted among 80 international nursing students. Methods The study was planned with randomized controlled design. The study was performed at a "[blinded for review]" faculty of Nursing.The students were designated erratically to the experimental grouping or control grouping (80 and 40 players in each group) through the census method. The Kahoot application which the game could be used by phone or by Computer. Results The findings of the study showed the improvement of the student's performance in the overall mean scores of all enhanced recovery after surgery after the educational intervention through game-based learning. Conclusions The findings indicate that game-based teaching improves quality outcomes for students' education. However, our results support the effectiveness of the game-based teaching method on nursing students’ knowledge of enhanced recovery after surgery; the method can be useful for developing educational strategies in nursing schools and nursing education.