Impact of self-directed learning strategy, an innovative method in nursing undergraduates: Study protocol for a randomized controlled trial.
<h4>Background</h4>In today's fast-paced healthcare environment, self-directed learning is essential for healthcare professionals to stay updated and provide optimal care. Game based learning has a potential of motivating students' engagement and creating fascinating self-direc...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2025-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0325300 |
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| Summary: | <h4>Background</h4>In today's fast-paced healthcare environment, self-directed learning is essential for healthcare professionals to stay updated and provide optimal care. Game based learning has a potential of motivating students' engagement and creating fascinating self-directed learning environment for favorable outcome. This randomized controlled trial aims to investigate the impact of game-based learning as an innovative self-directed learning strategy compared to conventional self-directed learning strategy on knowledge acquisition, and self-directed learning abilities among nursing undergraduates based on Self-directed learning Instrument (SDLI) score.<h4>Methods</h4>This quantitative, randomized controlled trial will enroll and randomize 140 undergraduate nursing students in the experimental and control group using stratified random sampling and follow them for 12 weeks. Self-directed learning (SDL) orientation session will be conducted prior to the randomization for all the participants. After randomization, experimental group will undergo SDL with game-based learning and control group will undergo SDL with conventional learning for four weeks. Follow up sessions will be conducted once a week for a period of 4 weeks. Evaluation of impact of intervention will be assessed at four time points: preintervention, immediately postintervention, 4 weeks postintervention and 12 weeks postintervention using structured knowledge questionnaire, Self-Directed Learning Instrument (SDLI) and Cognitive, Affective and Psychomotor (CAP) perceived learning scale. ANOVA will be used to compare the variations in self-directed learning ability, perceived learning competency, and knowledge between two groups. Regression analysis will be conducted to explore the correlation between various independent variables and the dependent variables. Paired t-test will be used to analyze the variation between pre-test and post-test results, considering a p-value less than 0.05 to be statistically significant.<h4>Discussion</h4>This trial aims to determine whether game-based learning as an innovative self -directed learning strategy is superior to conventional self-directed learning strategy in improving knowledge level and self-directed learning abilities of nursing undergraduates. This trial is approved by the Datta Megha Institute of Higher Education & Research, Institutional ethics committee (DMIHER(DU)/IEC/2023/141C). We plan to disseminate study results in peer-reviewed journals and international conferences.<h4>Trial registration</h4>Trial Registered Prospectively [CTRI/2024/01/061599]. |
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| ISSN: | 1932-6203 |