An interventional study of Educational game sessions and Standard Training in Education, Nursing Students, sponsored by Zeliha CENGİZ. Completed at 1 site in Turkey (Türkiye). Open to participants aged 18 Years and older. Per ClinicalTrials.gov, last updated 2026-10-23.
Sponsored by Zeliha CENGİZ · Not applicable, Interventional, and Other
This randomized controlled trial evaluated the effect of an educational game-based teaching program on nursing students' knowledge regarding parenteral medication administration. The primary questions addressed were:
Researchers compared students who received standard education with those who received standard education plus an educational game-based approach to evaluate changes in knowledge levels.
Participants completed a pretest, posttest, and 15-day follow-up test. The experimental group received standard education plus educational game-based activities related to parenteral medication administration. The control group received standard education only.
Parenteral medication administration is an important component of nursing education and clinical practice. Accurate medication administration requires adequate knowledge of medication administration routes, dosage calculation, medication administration principles, potential complications, and safe medication practices. Therefore, effective teaching strategies are needed to support nursing students' acquisition and retention of knowledge related to parenteral medication administration.
This randomized controlled study was conducted to evaluate an educational game-based teaching approach integrated into the teaching of parenteral medication administration. The educational intervention was developed to reinforce the theoretical content provided during the standard nursing education and to provide students with opportunities for active participation, repetition, and interaction with the course content.
The experimental group received standard education followed by an educational game-based approach. The game-based activities were conducted online using the Puzzel.org platform. Students were divided into five groups and participated in the activities for approximately 1-1.5 hours. The activities included crossword puzzles, matching activities, categorization tasks, a digital board/table game, dosage calculation activities, and questions related to medication administration complications and safe medication practices.
The educational games addressed topics including intradermal, subcutaneous, intramuscular, and intravenous medication administration; medication effects; dosage calculation; the ten rights of medication administration; route-specific administration principles; and potential complications. The board/table game and crossword activities traditionally used in face-to-face educational settings were adapted and transferred into a digital game-based learning environment.
The control group received the standard teaching provided within the nursing education program. Standard teaching included theoretical instruction supported by presentations, question-and-answer activities, and laboratory practice.
The educational game-based approach was designed as a supplement to, rather than a replacement for, standard nursing education. The study examined whether incorporating interactive game-based activities into standard teaching could improve students' knowledge and support knowledge retention over time.
Zeliha CENGİZ is the lead sponsor of 3 studies on the registry; 2 are open to participants now.
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Exclusion Criteria:
Students in the control group received theoretical training-consisting of traditional teaching methods (lectures, presentations, and question-and-answer sessions)-on parenteral medication administration, as part of the "Fundamentals of Nursing" course curriculum.
Other: Standard Training
Students in the experimental group received the same standard theoretical, laboratory, and clinical training as the control group. In addition to this, they participated in educational game-based training focused on parenteral medication administration. To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals.
Other: Educational game sessions
To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals. Educational game sessions, lasting between 60 and 90 minutes, were organized for each group. All game components were implemented as a single, holistic pedagogical approach rather than as isolated elements. The games used in the intervention were digitized via the Puzzel.org platform and consisted of the following components: * Crossword Puzzle (4 questions): Cognitive prompts designed to help students recall routes of medication administration. • Matching Activities (37 matching items): Tasks designed to establish connections between drug effects (8 items), dosage calculations (9 questions), fundamental principles of medication safety (10 principles), types of medication orders (4 questions), and complications related to parenteral administration (6 items). * Categorization Activity (25 characteristics): A task involving the c
Following the theoretical instruction, they completed 4 hours of laboratory skills training on manikins under the guidance of an instructor, as well as 8 hours of clinical practice per week under the supervision of clinical charge nurses.
Students' knowledge of parenteral medication administration
The primary outcome measures are students' knowledge of parenteral medication administration. Knowledge will be assessed using a post-test administered after the education and a follow-up test administered 15 days after the education. Scores will be compared between students receiving game-based education and those receiving standard education. Higher scores will indicate a higher level of knowledge. * Post-test knowledge score: The knowledge score obtained on the post-test after the education, compared between the game-based education and standard education groups. * 15-day follow-up knowledge score: The knowledge score obtained on the follow-up test 15 days after the education, compared between the two education groups.
Time frame: Data collection and the intervention were conducted over a three-week period, from 23 April to 14 May 2026. Students' knowledge was assessed using a post-test after the intervention and a follow-up test 15 days after the education.
Plan to share: No — Individual participant data will not be shared before publication to protect the originality and publication priority of the study. After publication, de-identified data will be made accessible in accordance with ethical and legal requirements.
Ran from Apr 2026 to primary completion in Apr 2026, 0 months.
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From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
This study is completed, as verified in Oct 2026. You cannot join it, but the record below documents what was studied.
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Zeliha CENGİZ