The effect of serious game and standardized patients developed for nursing education on students' level of knowledge, critical thinking, problem-solving skills, satisfaction, and self-confidence in learning

The research designed quasi-experimental and qualitative research was used to determine the students' views on the subject to determine the effect of the serious game developed for nursing education on students' knowledge level, critical thinking, problem-solving and satisfaction, and self-confidence in learning. The research was carried out in three stages: the development of the serious game, the collection of quantitative data, and the qualitative interview. In the first stage of the study, the researcher developed a game application to be used in nursing education. In the second stage, a game was played with one group of students to determine its effectiveness. The standardized patient group was evaluated by applying the standardized patient practice. In the third stage of the research, focus group interviews were conducted to get the students' opinions on playing the game. The target group of the study consisted of 2nd-year students who successfully completed the Internal Medicine Nursing course at Hacettepe University Faculty of Nursing. The research was conducted with 72 volunteer students. Two intervention methods were applied to the students: serious game and standard patient practice. Quantitative data were collected with "Descriptive Characteristics Form", "Problem Solving Inventory", "Critical Thinking Disposition Scale", "Student Satisfaction and Self Confidence in Learning Scale," and "Focus Group Interview Questionnaire". Subcategories were created according to the categories within the scope of qualitative data, the mechanical-dynamic-aesthetics model. As a result of the research, the knowledge level, student satisfaction, and self-confidence scores of the serious play group students are higher than the standard patient group. No significant difference was found between the two groups regarding problem-solving and critical-thinking scores. It was observed that students' critical thinking and problem-solving skill scores increased after serious play and standard patient practice. The sub-themes that emerged in the focus group discussions with the serious play group; were badge, tips, rewards, feedback, time, emotions, expression, challenge, fiction, and collaboration. The general opinions of the students about the game stated that the game is useful in processing information, the feedback given in the game contributes to learning, helps to make quick decisions, and provides a realistic environment. The study results showed that serious game and standardized patient practice improved the level of knowledge, critical thinking, problem-solving, student satisfaction, and self-confidence in learning nursing students. We recommend that both methods be integrated and disseminated in nursing education. With the development of digital infrastructure, the use of serious games in clinical education and nursing education has become important. In this context, nursing professionals should be supported that develop serious games and train experts in the field.