Effect of the UGIB Care Game on Knowledge and Satisfaction with the Quality of Teaching Materials for Nursing Care Patients with Upper Gastrointestinal Bleeding
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Abstract
This article aimed to compare nursing students’ knowledge of caring for patients with upper gastrointestinal bleeding (UGIB) and their satisfaction with the quality of instructional media between conventional teaching media and the UGIB Care Game. The research employed a quasi-experimental design with a two-group pretest–posttest approach. The framework was based on design thinking processes and Bloom’s learning theory. The study was conducted at Phrapokklao Nursing College, Chanthaburi. The sample consisted of 88 third-year nursing students, divided equally into an experimental group and a control group (44 students per group), selected using simple random sampling. The research instruments included 1) UGIB Care Game, 2) conventional instructional media, 3) a knowledge test on nursing care for patients with upper gastrointestinal bleeding, and 4) a satisfaction questionnaire on the quality of instructional media. Data were analyzed using descriptive statistics, dependent t-test, and independent t-test. The results revealed that:
- The knowledge scores on nursing care for patients with upper gastrointestinal bleeding after the intervention were significantly higher than before the intervention in both groups. However, no significant difference was found between the posttest scores of the experimental and control groups.
- The satisfaction scores regarding the quality of the UGIB Care Game were significantly higher than those for conventional instructional media (p < .001).
The findings of this study indicate that the UGIB Care Game is a learning media that can enhance students’ knowledge and learning satisfaction, and it can be effectively utilized as an instructional tool in nursing education.
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