Skip to main content
OpenTrials
Not yet recruiting

NCT Number: NCT07806747

Effectiveness of Serious Games on Nursing Students' Clinical Reasoning

This randomized controlled trial aims to evaluate the effectiveness of serious game-based learning compared with conventional learning in improving clinical reasoning among nursing students in Vietnam. Additionally, the study will assess students' self-confidence in pediatric nursing care, intrinsic motivation, and satisfaction with the learning experience. A minimum of 104 second-year nursing students will be randomly assigned to either the intervention group (serious game-based learning) or the control group (conventional learning). Both groups will receive six teaching sessions based on the content of the Pediatric Care Nursing curriculum, conducted outside the formal curriculum, with each session lasting approximately three hours. Outcomes will be measured at multiple time points, while learning satisfaction will be assessed immediately after completion of the intervention.

Not yet recruiting

Trial opening soon.

Get Notified

Key information

Conditions

Clinical Reasoning

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Bach Mai Medical college, Bach Mai hospital

Hà Nội, Vietnam

Location contact

Thi Kim Chi Do

CONTACT

[email protected]

+84947360088

Thi Kim Chi Do

PRINCIPAL_INVESTIGATOR

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Second-year undergraduate nursing students.
  • Students who have not previously taken the Pediatric Care Nursing course

Exclusion criteria

  • Students who do not agree to participate in the study.
  • Students who are repeating the Pediatric Care Nursing course.

Treatment and study plan

Serious game - based learning

Behavioral

Participants in the intervention group will receive six weekly serious game-based learning sessions. Each 3-hour session will include a lecture, serious game play, group presentation, discussion, and reflection.

Conventional Teaching

Behavioral

Participants in the control group will receive traditional teaching covering the same topics as the intervention group. The intervention will be delivered in one 3-hour session per week for up to 6 weeks. Each session will consist primarily of instructor-led lectures using presentation slides. Clinical scenarios will be presented by the instructor through lecture slides without small-group discussion. Question-and-answer activities will be conducted after the lecture.

Primary outcomes

  1. Clinical reasoning

    Time frame: Baseline, immediately after intervention, and follow up at one-month post intervention.

    This study will use the Vietnamese version of the 16-item Clinical Reasoning Scale (CRS) to measure nursing students' clinical reasoning ability. Each item is rated on a five-point Likert scale. Total scores range from 16 to 80, with higher scores indicating greater clinical reasoning ability.

  2. clinical reasoning

    Time frame: Baseline, immediately after intervention, and follow-up at one-month post-intervention.

    This study will use the Clinical Reasoning Performance Rubric (CRPR) to provide an objective assessment of nursing students' clinical reasoning. The rubric consists of eight domains, each rated from 0 to 3. Total scores range from 0 to 24, with higher scores indicating better clinical reasoning.

Secondary outcomes

  1. Confidence

    Time frame: Baseline, immediately after intervention, and follow-up at one-month post-intervention.

    This study will use the Vietnamese version of the five-item Confidence Scale (C-Scale), adapted for pediatric nursing care, to measure nursing students' confidence in pediatric nursing care. Each item is rated on a five-point Likert scale ranging from 1 to 5. Total scores range from 5 to 25, with higher scores indicating greater confidence in pediatric nursing care.

  2. motivation

    Time frame: Baseline, immediately after intervention, and follow-up at one-month post-intervention.

    This study will use four items from the Enjoyment subscale of the Intrinsic Motivation Inventory (IMI) to measure nursing students' intrinsic motivation. Each item is rated on a five-point Likert scale. Total scores range from 4 to 20, with higher scores indicating greater intrinsic motivation.

  3. Student Satisfaction

    Time frame: Immediately after intervention

    This study will use the 12-item Student Satisfaction Questionnaire to assess nursing students' satisfaction with the assigned learning methods. Each item is rated on a five-point Likert scale . Total scores range from 12 to 60, with higher scores indicating greater satisfaction with the learning methods.

Study contacts

Contact information is provided by the study sponsor or research team.

Thi Kim Chi Do

CONTACT

[email protected]

+84947360088

Yeu-Hui Chuang

CONTACT

[email protected]

+886 2 2736 1661

Sponsors and collaborators

Lead sponsor

Do Thi Kim Chi

Other

Registry information

Official study title

The Effectiveness of Serious Games in Improving Nursing Students' Clinical Reasoning in Vietnam

Important dates

Study start
2026
Primary completion
2026
Study completion
2026
First posted
Sep 8, 2026
Registry last updated
Sep 8, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

Related clinical trials

Published trials that share one or more normalized conditions with this study.