ArticleHealthcare (Basel, Switzerland)2024
Enhancing COVID-19 Knowledge among Nursing Students: A Quantitative Study of a Digital Serious Game Intervention.
Article in Healthcare (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 2 of them syntheses that pooled it.
What it found
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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.
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.
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Who cites it
5 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Interventions to Enhance COVID-19 Pandemic Health Literacy in Health Professionals: Systematic Review.JMIR medical education · 2026Pooled it
- Educational outcomes of digital serious games in nursing education: a systematic review and meta-analysis of randomized controlled trials.BMC medical education · 2024Pooled it
- Co-Design and Evaluation of a Gamified E-Resource About Healthcare Decarbonisation: A Study Protocol.Nursing reports (Pavia, Italy) · 2025Article
- Promoting Self-Efficacy of Nursing Students in Academic Integrity Through a Digital Serious Game: A Pre/Post-Test Study.Nursing reports (Pavia, Italy) · 2025Article
- 'The upside-down' healthcare professional students' experiences of delirium: an all-Ireland focus group study.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study aimed to evaluate the effectiveness of a digital serious game intervention about COVID-19 on pre-registration nursing student knowledge.
methodThis study included 282 nursing students from a university in Northern Ireland, with 210 students providing comparable pre-test and post-test results. The 'serious game' aimed to debunk common COVID-19 myths and provide accurate information about the virus. Participants completed a 25-item questionnaire before and after engaging with the game, which included true/false items based on the World Health Organisation's list of top COVID-19 myths. The data were analysed using paired
resultsA statistically significant improvement in COVID-19 knowledge was demonstrated among first-year nursing students who engaged with the serious game. The post-test scores (M = 92.68, SD = 13.59) were notably higher than the pre-test scores (M = 82.64, SD = 13.26), with a
conclusionThis research suggests that integrating serious games into undergraduate nursing education can effectively enhance COVID-19 knowledge. This approach is aligned with the evolving trend of employing technology and gamification in healthcare education.
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Registered trials
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.