SynthesisBMC medical education2025
Game-based learning in nursing: a systematic review.
Synthesis in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimThis study aims to systematically review studies related to game-based learning in nursing.
backgroundA review of national and international literature revealed that only a limited number of studies have comprehensively addressed game-based learning in nursing education.
methodA systematic search was conducted in (PubMed, CINAHL Plus, EBSCOhost, Ulakbim-TR, Google Scholar using the keywords “Game-based nursing education”, “Game-based learning”, “Game-based learning, nursing”, as well as relevant MeSH terms. Two reviewers independently screened the titles/abstracts and full texts. Disagreements were resolved by a third reviewer. Risk of bias was assessed using the Mixed Methods Appraisal Tool (MMAT). The articles published between 2019 and 2024 in English, with keywords included in the title, with full text available, and on game-based learning in nursing education were included in the study. A total of 1,466 articles were identified, and 22 met the inclusion criteria for analysis.
findingsThe studies were mostly conducted in the United States and Spain, but also included different countries such as Taiwan, Türkiye, China, Iran, and South Korea. The research designs were generally quasi-experimental, pre-post-test, and cross-sectional, and the participants were mostly undergraduate nursing students. The findings indicated that the use of digital, simulation, and mobile games enhanced students’ learning performance, motivation, and critical thinking skills. DISCUSSION: Most studies show that game-based learning reinforces both theoretical knowledge and practical skills of students.
conclusionCompiling existing research on game-based learning in nursing education can be used to determine the need for game-based studies that will shed light on the limitations of previous studies conducted in this field. It is recommended to integrate game-based learning methods into nursing curricula. Educators should be encouraged to include different types of games in their curriculum, and it is important for nursing schools to provide the necessary technological infrastructure and provide training to teachers.
trial registrationNot applicable. Prospero ID: 595957.
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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.