Evidence map›Paper›PMID 37217937›Full record

ArticleBMC nursing2023

Evaluation of a dementia awareness game for undergraduate nursing students in Northern Ireland: a Pre-/Post-Test study.

Stephanie Craig, Patrick Stark, Christine Brown Wilson, Gillian Carter, Sonya Clarke, Gary Mitchell

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC nursing, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
19citing papers in PubMed, 2 pooled it
14.1field-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

19 citing papers in PubMed, 2 syntheses or guidelines pooled it, 45 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 1 institution in 1 country.

Stephanie CraigSchool of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland.ORCID http://orcid.org/0000-0003-0783-4975
Patrick StarkSchool of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland.ORCID http://orcid.org/0000-0003-2659-0865
Christine Brown WilsonSchool of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland.ORCID http://orcid.org/0000-0002-7861-9538
Gillian CarterSchool of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland.ORCID http://orcid.org/0000-0002-0155-1002
Sonya ClarkeSchool of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland.ORCID http://orcid.org/0000-0002-6871-0215
Gary MitchellSchool of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland. Gary.Mitchell@qub.ac.uk.ORCID http://orcid.org/0000-0003-2133-2998
Queen's University Belfast · GB

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

introductionAlthough it is possible to live well with dementia and many individuals with dementia lead active lives with the help of family, friends, and communities, the general impression of dementia is frequently negative. Dementia is a global health issue. Despite this, little research has been done on the effects of innovative dementia education strategies among undergraduate nursing students. The aim of this study was therefore to assess if this serious digital game, originally intended for the public, could increase knowledge about dementia in first-year nursing students.

methodsThe intervention was a digital serious game called "The Dementia Game", which was available to students throughout February 2021, to a convenience sample of first-year undergraduate nursing students (n = 560) completing a BSc Honours Nursing Degree programme in one university in Northern Ireland. The game was evaluated using a pretest-posttest design. The questionnaire comprised of a 30- item true- false Alzheimer's Disease Knowledge Scale (ADKS), which covers risk factors, assessment and diagnosis, symptoms, course, life impact, caregiving and treatment and management. Data were analysed using paired t-tests and descriptive statistics.

resultsOverall dementia knowledge increased significantly after playing the game. Pre-test to post-test increases were observed across a range of seven categories of dementia knowledge (life impact, risk factors, symptoms, treatment, assessment, caregiving and trajectory), with particularly large increases in knowledge of trajectory and risk factors, as shown using paired t-tests. All pre-test to post-test comparisons were significant at the p < 0.001 level.

conclusionsA short serious digital game on dementia improved first-year student's knowledge about dementia. Undergraduate students also expressed that this approach to dementia education was effective in improving their knowledge about the disease.

Indexed as

Constructivist pedagogyDementiaNurse educationNursing studentPedagogical researchQuantitative research methodsSerious game

Identifiers

PMID37217937
PMCPMC10201484
OpenAlexW4377291404

What OpenQuestion holds

Textmetadata
LicenceCC BY
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.