The effect of using digital games on learning satisfaction and self-confidence in providing nursing students with subcutaneous injection skills

Introduction: The use of technology is important in improving learning outcomes in nursing education. Digital instructional technologies are a new approach to teaching basic nursing skills. Objective: The study was conducted to examine the effect of the use of digital games on knowledge, skills, satisfaction and self-confidence in teaching subcutaneous injection skills to nursing students. Method: The study was conducted as a pre-test post-test randomized controlled trial with the population consisting of 76 students enrolled in the Fundamentals of Nursing course at a Foundation University, and the sample consisting of 72 nursing students (experimental group=36; control group=36) who met the inclusion criteria and agreed to participate in the research. Research data were collected using a Student Information Form, Subcutaneous Injection Knowledge Test, Subcutaneous Heparin Injection Skills Checklist, and Student Satisfaction and Self-Confidence Scale. After receiving traditional subcutaneous injection training, students were administered the Subcutaneous Injection Knowledge Test (pre-test), and the injection procedure was demonstrated on a low-fidelity mannequin in a laboratory setting. Following the training, students in the experimental group received digital game training and were encouraged to play the game for one week. After the interventions, all students were evaluated using the skills checklist, and their satisfaction and self-confidence levels were measured. Two weeks after the skill measurements, all students underwent the Subcutaneous Injection Knowledge Test again (post-test). Data were analyzed using SPSS 26 and Amos 24 software. Findings: There was no difference between the descriptive characteristics, pre-test and post-test subcutaneous injection knowledge scores of the experimental and control group students in the study (p>0.05), the post-test subcutaneous injection knowledge scores of the experimental group were significantly higher (p=0.002), the mean score of subcutaneous heparin injection application skill of the experimental group was 61.86±2.73, while the mean score of the control group was 54.33±7.52, the difference was statistically significant (p<0.001), and the scores obtained by the experimental group from the self-confidence sub-dimension (p=0.004) and the total scale (p=0.006) in terms of satisfaction and self-confidence level were higher than the control group. Conclusion: It was observed that the digital game was an effective instructional technology in teaching subcutaneous injection skills, increased student satisfaction and confidence in learning, and improved the level of knowledge. Keywords: Subcutaneous injection, digital game, nursing education.