Nurse-led inpatient education using a gamification approach for patients with mental illness: A quasi-experimental study  

游戏化疗法在精神疾病患者健康教育中的应用研究

作　　者：Anat Pinko Naor Ilana Dubovi Anat Pinko Naor;Ilana Dubovi

机构地区：[1]Department of Nursing Sciences,Faculty of Medical&Health Sciences,Tel Aviv University,Israel [2]Geha Mental Health Center,Petach Tikva,Israel

出　　处：《International Journal of Nursing Sciences》2025年第2期137-143,共7页国际护理科学(英文)

摘　　要：Objectives Patient education while hospitalized enhances patients’ability to manage chronic diseases,including mental disorders,promoting adherence to treatment plans.This study aimed to evaluate the effectiveness of gamification as an instructional approach for nurse-led inpatient education.Methods A quasi-experimental study was conducted.A total of 112 participants were recruited from the Geha Mental Health Center,a tertiary mental health center in Israel,from September 2022 to June 2023 and randomly allocated to the intervention group or control group.Nurses provided health education to patients in the intervention group using gamification techniques based on traditional health education methods.Responsibilities,rights,and relevant information for hospitalized patients were written on different cards.Patients were divided into groups of 3–4,and health education was delivered through memory card games and quartet card games.Each type of game was played twice,each lasting 30 min,occurring once every two weeks.In the control group of patients,traditional health education methods were utilized.A self-developed questionnaire assessing knowledge,self-efficacy,and adherence was used to investigate the two patient groups before and after the intervention,allowing for a comparison of the results.Results Overall,90 patients completed the study:45 in the intervention group and 45 in the control group.Both groups improved knowledge,self-efficacy,and adherence after the intervention(P<0.01).Furthermore,health education based on gamification methods was more effective than conventional health education in enhancing all three aspects of patient outcomes(P<0.01).Conclusion Gamification is preferable to routine education for fostering patient engagement in therapeutic sessions by enhancing self-efficacy and knowledge.The findings may contribute to developing gamified educational interventions to improve the effectiveness of inpatient education.目的该研究探讨了游戏化疗法在以护士为主导的精神疾病患者健康教育中的应用效果。方法采用类实验研究设计。于2022年9月至2023年6月,在以色列彼塔克瓦市Geha心理健康中心选取112例重度抑郁症、躁狂症或双相情感障碍的患者,并分为干预组和对照组。干预组患者在常规健康教育的基础上,护士通过游戏化疗法对其进行健康教育:将住院患者的责任、权利及相关解释分别写到不同的卡片上,3~4例患者分为一组,通过记忆卡片和四重奏卡片游戏方法进行健康教育,每种游戏进行2次,每次持续30min,每2周1次。对照组患者采用常规健康教育。干预前后采用自行编制的知识、自我效能及依从性问卷对两组患者进行调查,并比较效果。结果最终90例患者完成研究(干预组45例,对照组45例)。干预后两组患者知识水平、自我效能水平及依从性方面均有提高(P<0.01),且基于游戏化疗法的健康教育在提高患者3个方面的效果均优于常规健康教育(P<0.01)。结论与常规教育相比,游戏化疗法更能提高患者的自我效能感和知识水平,从而促进患者参与治疗过程。研究结果可能有助于医护人员开展游戏化教育干预措施,提高住院患者健康教育的有效性。

关 键 词：GAMIFICATION Mental disorders NURSING Patient education 

分 类 号：R47[医药卫生—护理学]