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Cited by 29Cardiac Arrest and ResuscitationEducational Games and GamificationSimulation-Based Education in Healthcare

Effects of a serious smartphone game on nursing students’ theoretical knowledge and practical skills in adult basic life support: randomized wait list-controlled trial.

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Fijačko, Nino, Masterson Creber, Ruth, Metličar, Špela, Strnad, Matej, Greif, Robert, Štiglic, Gregor, Skok, Pavel·2024·JMIR Serious Games
DOI 10.2196/56037PMC PMC11031703
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Abstract

Background: Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time. To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education. Objective: The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students’ theoretical knowledge of and practical skills in adult BLS. Methods: This study used a randomized wait list–controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants’ theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist. Results: In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants’ theoretical knowledge and practical skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator. Conclusions: Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training. Trial Registration: ClinicalTrials.gov (NCT05784675); https://clinicaltrials.gov/study/NCT05784675

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Cited by

Sorted by citations

Authors
Fijačko, N., Masterson Creber, R., Metličar, Š., Strnad, M., Greif, R., Štiglic, G., & Skok, P.
Affiliations
  • University of Maribor (SI)
  • Ljubljana University Medical Centre (SI)
  • Sigmund Freud Privatuniversität Wien (AT)
  • University Clinical Centre Maribor (SI)
Corresponding author
Fijačko, Nino
ORCID
Venue
JMIR Serious Games
Publisher
JMIR Publications Inc.
Published
2024-04-05
Volume
12
Pages
e56037
ISSN
2291-9279 (ISSN-L)
DOI
10.2196/56037
PMC
PMC11031703
OpenAlex
W4393993737
Cited by
29
References
3
Citations by year
2026: 11 · 2025: 12 · 2024: 6
FWCI
15.63
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • JMIR Serious Games (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • PubMed Central (publishedVersion, cc-by)
  • Bern Open Repository and Information System (University of Bern) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Open Access CRIS of the University of Bern
Funders
  • Javna Agencija za Raziskovalno Dejavnost RS (N3-0307, P2-0057)
  • NextGenerationEU
Topics
  • Health Sciences › Medicine › Emergency Medicine › Cardiac Arrest and Resuscitation
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
Keywords
serious games, mobile gaming, adult basic life support, cardiopulmonary resuscitation, nursing students, mobile learning, knowledge retention, resuscitation skills, out-of-hospital cardiac arrest, automated external defibrillators, virtual patient simulation, safety procedures, technology-enhanced learning, nursing education, home-based exercise, game-based learning, gamification

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