Let’s Tell Me Game in Teaching Nursing History: A Randomised Controlled Study
DOI:
https://doi.org/10.25159/2520-5293/19698Keywords:
Let's tell me game, nursing students, nursing history, learning with gamesAbstract
Introduction: Let’s Tell Me Game is an active learning method designed to enhance student learning and make the subject matter more engaging. This study was conducted to determine the effect of the Let’s Tell Me Game on students’ learning of nursing history, as well as their perceptions and experiences.
Method: It is a randomised controlled study conducted from March to June 2024. The study was conducted on 126 second-year nursing students who were enrolled in the History and Deontology of Nursing course at the Faculty of Nursing of a state university in Turkey. The students were randomly divided into two groups: control (n=63) and experimental (n=63). Data were collected using a descriptive characteristics form, a nursing history knowledge test, and a nursing history teaching evaluation form. After the theoretical education, all students answered the nursing history knowledge test (pretest). After the pretest, the subject was repeated for four weeks, using question-and-answer and discussion methods with the students in the control group. Students in the intervention group played the Let’s Tell Me Game for four weeks. After four weeks, all students answered the nursing history knowledge test again (posttest). Then, the perceptions and experiences of all students were taken to evaluate the teaching of nursing history.
Results: The posttest knowledge score median of the intervention group was found to be statistically significantly higher than that of the control group (p = 0.025). It was determined that there was a statistically significant increase in the posttest knowledge score medians of the control and intervention groups compared to the pretest knowledge score medians (p = 0.0001). The majority of students in the control group reported that subject review helped them prepare for exams, whereas the majority of students in the intervention group stated that the Let’s Tell Me Game helped them reinforce the information learned.
References
Almeida, I. S., C. Pinto, A. Lima, T. Moreira, and C. S. Fernandes. 2024. “Game4NurseSupervisor: Development of a board game for nursing mentoring.” Nurse Education in Practice 76: 103939. https://doi.org/10.1016/j.nepr.2024.103939
Anguas-Gracia, A., A. B. Subiron-Valera, I. Antón-Solanas, B. Rodriguez-Roca, P. J. Satustegui-Dorda, and F. Urcola-Pardo. 2021. “An evaluation of undergraduate student nurses’ gameful experience while playing an escape room game as part of a community health nursing course.” Nurse Education Today 103: 104948. https://doi.org/10.1016/j.nedt.2021.104948
Berman, A. J., S. Snyder, and G. Frandsen. 2021. Kozier & Erb’s Fundamentals of Nursing: Concepts, Process and Practice. 11th edition. Pearson Education Limited: United Kingdom.
Chang, Y. S., S. H. Hu, S. W. Kuo, K. M. Chang, C. L. Kuo, T. V. Nguyen, and Y. H. Chuang. 2022. “Effects of Board Game Play on Nursing Students’ Medication Knowledge: A Randomized Controlled Trial.” Nurse Education in Practice 63: 103412. https://doi.org/10.1016/j.nepr.2022.103412
Çelik Yilmaz, A., N. Sert Baş, and D. Aygin. 2024. “Determining the Effectiveness of Various Active Learning Methods on Surgical Nursing Education: A Quasi-Experimental Study.” Teaching and Learning in Nursing 19 (3): e471–476. https://doi.org/10.1016/j.teln.2024.02.002
Dodson, T. M, and K. Thompson-Hairston. 2025. “A Scoping Review of Gen Z Nursing Students: Learning Preferences and Educator Strategies.” Teaching and Learning in Nursing 20 (1): 85–90. https://doi.org/10.1016/j.teln.2024.11.007
Gómez-Urquiza, J. L., J. Gómez-Salgado, L. Albendín-García, M. Correa-Rodríguez, E. González-Jiménez, and G. A. Cañadas-De la Fuente. 2019. “The Impact on Nursing Students’ Opinions and Motivation of Using a ‘Nursing Escape Room’ as a Teaching Game: A Descriptive Study.” Nurse Education Today 72: 73–76.https://doi.org/10.1016/j.nedt.2018.10.018.
Güler, M. P. D. 2017. “Fen Bilimleri Öğretimi.” Pegem Citation Index (1-392).
Kalkan, N., S. Güler, H. Bulut, and A. Ay. 2022. “Views of Students on the Use of Crossword and Word Search Puzzle as a Teaching Technique in Nursing Education: A Mixed-Method Study.” Nurse Education Today 119: 105542. https://doi.org/10.1016/j.nedt.2022.105542
Lickiewicz, J., P. Hughes, and M. Makara-Studzińska. 2020. “The Use of Board Games in Healthcare Teaching.” Nursing Problems/Problemy Pielęgniarstwa 28 (2): 71–74. https://doi.org/10.5114/ppiel.2020.98766
López-Fernández, D., A. Gordillo, S. López-Pernas, and E. Tovar. 2023. “Are Remote Educational Escape Rooms Designed during the Pandemic Useful in a Postpandemic Face-To-Face Setting?” IEEE Internet Computing 28 (1): 34–41. http://dx.doi.org/10.1109/MIC.2023.3336057
Maia, N. M. F., F. A. A. Silva, A. M. R. D. Santos, M. L. R. Andrade, F. B. O. Santos, and A. A. C. Araújo. 2022. “Educational Technologies for Teaching Nursing History: an Integrative Review.” Acta Paulista de Enfermagem 35: eAPE03017. https://doi.org/10.37689/acta-ape/2022AR00030177
Marlow, S. L., and C. N. Lacerenza. 2025. T “There Is No End to Learning, but How Does It Begin? A Meta‐Analysis of the Team Learning Pathway.” Journal of Management Studies 62 (2): 597–631. https://doi.org/10.1111/joms.13064
Martinez, L., M. Gimenes, and E. Lambert. 2023. “Video Games and Board Games: Effects of Playing Practice on Cognition.” PLoS One 18 (3): e0283654. https://doi.org/10.1371/journal.pone.0283654
Nyman Gomez, C, and B. Berg Marklund. 2018. ”Games for Cross-Cultural Training.
A Game-Based Tool for Cross-Cultural Discussion: Encouraging Cultural Awareness with Board Games.” International Journal of Serious Games 5 (4): 81-98. https://doi.org/10.17083/ijsg.v5i4.259
Palandöken, E. A., N. Ersoy, D. Yıldırım, M. Kırşan, and Y. Tokem. 2021. A Phenomenological Pilot Study on the Opinions of Nursing Students Related to Nursing History Education. İzmir Katip Çelebi University Faculty of Health Science Journal
6 (1): 97–103.
Pozo-Sánchez, S., G. Lampropoulos, and J. López-Belmonte. 2022. “Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms.” Journal of New Approaches in Educational Research 11 (2): 307–322. https://doi.org/10.7821/naer.2022.7.1025
Reinkemeyer, E. A., M. Chrisman, and S. E. Patel. 2022. “Escape Rooms in Nursing Education: An Integrative Review of Their Use, Outcomes, and Barriers to Implementation.” Nurse Education Today 119: 105571. https://doi.org/10.1016/j.nedt.2022.105571
Rosen, L. H., L. J. Rubin, S. Dali, D. M. Llanes, A.Lopez, A. E. Romines, and S. A. Saunders. 2024. “Time Is Target for Gen Z: Increased Time Online during the Pandemic and Cyber Victimization.” Young Consumers. http://dx.doi.org/10.1108/YC-07-2023-1787
Torun, S. 2019. Investigation of Teaching of Nursing History Course in Nursing Undergraduate Programs in Turkey. Mersin University School of Medicine Lokman Hekim Journal of History of Medicine and Folk Medicine 9 (3): 317–325. https://doi.org/10.31020/mutftd.587749
Vieira, A. N., S. Petry, and M. I. Padilha. 2019. “Best Practices in Historical Studies of Nursing and Health (1999-2017) .” Revista Brasileira de Enfermagem 72: 973–978. https://doi.org/10.1590/0034-7167-2018-0538
Wu, C. S., M. F. Chen, H. L. Hwang, and B. O. Lee. 2023. “Effectiveness of a Nursing Board Games in Psychiatric Nursing Course for Undergraduate Nursing Students: An Experimental Design.” Nurse Education in Practice 70: 103657. https://doi.org/10.1016/j.nepr.2023.103657
Yılmaz, Ş, and G. Ö. Güven. 2021. Analysis of Graduate Theses on the Nursing History in Turkey. Mersin University School of Medicine Lokman Hekim Journal of History of Medicine and Folk Medicine 11 (3): 605–611. https://doi.org/10.31020/mutftd.957827
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Unisa Press
