Evidence map›Paper›PMID 34450457›Full record

ArticleNurse education today2021

A gameful blended-learning experience in nursing: A qualitative focus group study.

Carmen Ropero-Padilla, Miguel Rodriguez-Arrastia, Adrian Martinez-Ortigosa, Pablo Salas-Medina, Ana Folch Ayora, Pablo Roman

Erratum issuedOpen access · bronzeAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Nurse education today, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 11 papers, 3 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed, 3 pooled it
9.8field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed, 3 syntheses or guidelines pooled it, 46 citations in OpenAlex.

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  4. E-learning Challenges among Healthcare Students: A Scoping Review.Journal of advances in medical education & professionalism · 2026
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4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

6 authors at 3 institutions in 1 country.

Carmen Ropero-PadillaFaculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain. Electronic address: ropero@uji.es.
Miguel Rodriguez-ArrastiaFaculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain. Electronic address: arrastia@uji.es.
Adrian Martinez-OrtigosaEmergency Department, Virgen de las Nieves University Hospital, Granada, Spain. Electronic address: adriaanortigosa@gmail.com.
Pablo Salas-MedinaFaculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain. Electronic address: psalas@uji.es.
Ana Folch AyoraFaculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain. Electronic address: afolch@uji.es.
Pablo RomanFaculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, Almeria, Spain; Health Research Centre, University of Almeria, Almeria, Spain; Research Group CTS-451 Health Sciences, University of Almeria, Almeria, Spain. Electronic address: pablo.roman@ual.es.
Universitat Jaume I · ESHospital Universitario Virgen de las Nieves · ESUniversity of Almería · ES

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe COVID-19 pandemic has posed significant challenges around the world, affecting over 1.5 billion students in 191 countries. This situation has forced faculties and health-related degrees in particular to be innovative, flexible, and agile when transitioning to online or blended learning.

objectiveThe aim of this study was to explore nursing students' experiences and perceptions of the use of game elements in two full-nursing subjects using a blended-learning teaching strategy.

designA qualitative study was conducted through sixteen focus group interviews between November 2020 and January 2021.

settingThis study took place at the Jaume I University with students enrolled in Adult and Elderly Health Programmes and Chronic Processes in their second and third year, respectively.

participantsOne hundred forty-nine second- and third-year undergraduate nursing students took part in the focus group interviews.

methodsA blended-learning teaching approach with game elements was developed for two full-undergraduate nursing subjects. Focus groups using a semi-structured interview protocol were conducted after delivering the teaching content. A content analysis was used to analyse the focus group interview data.

resultsThe qualitative analysis revealed four major themes: (i) teaching transition in the COVID-19 pandemic scenario, (ii) game elements to retain student attention and learning, (iii) gameful designs for competency-based team training, and (iv) blended learning vs face-to-face learning including gamification.

conclusionsThis study yields, for the first time, findings about the use of game elements in blended learning. This strategy was shown to be useful for teaching other key clinical or teamwork-related skills such as creativity, innovation, team-based communication, and responsibility, in addition to supporting the use of this innovative teaching strategy to reduce online fatigue and stress and increase student engagement in online classes.

Indexed as

COVID-19Education, Nursing, BaccalaureateStudents, NursingAdultAgedFocus GroupsHumansPandemicsQualitative ResearchSARS-CoV-2Blended learningCOVID-19Focus groupsGamificationNursing

Identifiers

PMID34450457
PMCPMC9756935
OpenAlexW3193634393

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.