Page 210 - International Perspectives on Effective Teaching and Learning in Digital Education
P. 210
Martin Červený and Kemal Elyeli
tal group, which used the board game, demonstrated significantly higher
medication knowledge scores than the comparison group. Furthermore, the
experimental group (board game) reported significantly higher satisfaction
with the learning experience compared to the comparison group, which re-
ceived a lecture. Students who engaged in board game play demonstrated
better long-term retention of knowledge compared to those who attended
traditional lectures. Students also reported favorable reactions to the board
game learning method, indicating that they found it enjoyable and effective
for increasing their medication knowledge.
Discussion
The incorporation of TEL interventions in nursing education has become a
prominent area of interest in recent years, particularly in view of the evolv-
ing demands of healthcare and the necessity for nurses to acquire a diverse
set of competencies. The findings from analysed of studies highlight the ef-
ficacy of these interventions in enhancing knowledge, skills and overall sat-
isfaction among nursing students. The advent of new digital technologies
has had a profound impact on the field of nursing education, with virtual
simulations emerging as a highly effective pedagogical instrument. A sys-
tematic review conducted by Tolarba (1) highlighted the growing use of
digital virtual simulation in nursing education. The review emphasised the
potential of such simulations to enhance learning outcomes by providing
realistic clinical scenarios that students can engage with in a controlled envi-
ronment. This is consistent with the findings of Kim et al. (1), who report-
ed that nursing students perceived virtual simulation as beneficial during
the pandemic caused by the SARS-CoV- virus, particularly when traditional
clinical placements were disrupted. The capacity of virtual simulations to
replicate real-world clinical situations allows students to practise critical
skills without the associated risks, thereby fostering a deeper understanding
of nursing competencies. The positive impact of simulation-based educa-
tion on nursing performance and satisfaction has been further corroborated
by Ahmed et al. (), who found that simulation significantly improved
nurses’ performance regarding peripherally inserted central catheters in a
neonatal intensive care unit. This study demonstrates how targeted simu-
lation training can facilitate the acquisition of specific clinical skills, thereby
enhancing overall patient care. Similarly, Walsh et al. (1) emphasised that
virtual simulation experiences offer invaluable opportunities for nursing
students to enhance their learning, reinforcing the notion that such inter-
ventions can effectively bridge the gap between theoretical knowledge and
1
