Education, Nursing StudentsNCT07892482
Educational Game-Based Approach and Parenteral Medication Knowledge
A study testing Educational game sessions and Standard Training in people with Education, Nursing Students, run by Zeliha CENGİZ at 1 site in Turkey (Türkiye).
Trial summary
This randomized controlled trial evaluated the effect of an educational game-based teaching program on nursing students' knowledge regarding parenteral medication administration. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Education, Nursing Students
- What is being tested?
- Educational game sessions and Standard Training
- Could I receive a placebo?
- Yes, some participants may receive a placebo
- How many people
- 77 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 23 Apr 2026to 14 May 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Students who were enrolled in the Fundamentals of Nursing course for the first time, had access to online educational platforms, and voluntarily agreed to participate in the study were included.
Who cannot join
- Students who had previously participated in any game-based educational program related to parenteral medication administration were excluded from the study.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: THE IMPACT OF AN EDUCATIONAL GAME-BASED TEACHING PROGRAM ON NURSING STUDENTS' KNOWLEDGE LEVEL CONCERNING PARENTERAL MEDICATION: A CONTROLLED STUDY
This randomized controlled trial evaluated the effect of an educational game-based teaching program on nursing students' knowledge regarding parenteral medication administration. The primary questions addressed were:
- Did an educational game-based teaching program improve nursing students' knowledge regarding parenteral medication administration?
- Was the effect of the educational game-based teaching program on knowledge maintained at the 15-day follow-up?
Read more
Researchers compared students who received standard education with those who received standard education plus an educational game-based approach to evaluate changes in knowledge levels.
Participants completed a pretest, posttest, and 15-day follow-up test. The experimental group received standard education plus educational game-based activities related to parenteral medication administration. The control group received standard education only.
Read the detailed description
Parenteral medication administration is an important component of nursing education and clinical practice. Accurate medication administration requires adequate knowledge of medication administration routes, dosage calculation, medication administration principles, potential complications, and safe medication practices. Therefore, effective teaching strategies are needed to support nursing students' acquisition and retention of knowledge related to parenteral medication administration.
This randomized controlled study was conducted to evaluate an educational game-based teaching approach integrated into the teaching of parenteral medication administration. The educational intervention was developed to reinforce the theoretical content provided during the standard nursing education and to provide students with opportunities for active participation, repetition, and interaction with the course content.
The experimental group received standard education followed by an educational game-based approach. The game-based activities were conducted online using the Puzzel.org platform. Students were divided into five groups and participated in the activities for approximately 1-1.5 hours. The activities included crossword puzzles, matching activities, categorization tasks, a digital board/table game, dosage calculation activities, and questions related to medication administration complications and safe medication practices.
The educational games addressed topics including intradermal, subcutaneous, intramuscular, and intravenous medication administration; medication effects; dosage calculation; the ten rights of medication administration; route-specific administration principles; and potential complications. The board/table game and crossword activities traditionally used in face-to-face educational settings were adapted and transferred into a digital game-based learning environment.
The control group received the standard teaching provided within the nursing education program. Standard teaching included theoretical instruction supported by presentations, question-and-answer activities, and laboratory practice.
The educational game-based approach was designed as a supplement to, rather than a replacement for, standard nursing education. The study examined whether incorporating interactive game-based activities into standard teaching could improve students' knowledge and support knowledge retention over time.
- Conditions
- Education, Nursing Students
- Being tested
- Educational game sessions, Standard Training
- Keywords
- Education, Nursing, Games, Experimental, Injections, Clinical Competence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Educational game sessionsOther
To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals. Educational game sessions, lasting between 60 and 90 minutes, were organized for each group. All game components were implemented as a single, holistic pedagogical approach rather than as isolated elements.
The games used in the intervention were digitized via the Puzzel.org platform and consisted of the following components:
- Crossword Puzzle (4 questions): Cognitive prompts designed to help students recall routes of medication administration. • Matching Activities (37 matching items): Tasks designed to establish connections between drug effects (8 items), dosage calculations (9 questions), fundamental principles of medication safety (10 principles), types of medication orders (4 questions), and complications related to parenteral administration (6 items).
- Categorization Activity (25 characteristics): A task involving the c
Standard TrainingOther
Following the theoretical instruction, they completed 4 hours of laboratory skills training on manikins under the guidance of an instructor, as well as 8 hours of clinical practice per week under the supervision of clinical charge nurses.
| Study group | Role | What they receive |
|---|---|---|
| Control Group (Standard Training) | Sham comparator | Students in the control group received theoretical training-consisting of traditional teaching methods (lectures, presentations, and question-and-answer sessions)-on parenteral medication administration, as part of the "Fundamentals of Nursing" course curriculum. Receives: Other: Standard Training |
| Experimental Group (Educational Game-Based Training) | Experimental | Students in the experimental group received the same standard theoretical, laboratory, and clinical training as the control group. In addition to this, they participated in educational game-based training focused on parenteral medication administration. To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals. Receives: Other: Educational game sessions |
What is being measured
The primary outcome is the main question the study is designed to answer.
Students' knowledge of parenteral medication administration
The primary outcome measures are students' knowledge of parenteral medication administration. Knowledge will be assessed using a post-test administered after the education and a follow-up test administered 15 days after the education. Scores will be compared between students receiving game-based education and those receiving standard education. Higher scores will indicate a higher level of knowledge.
- Post-test knowledge score: The knowledge score obtained on the post-test after the education, compared between the game-based education and standard education groups.
- 15-day follow-up knowledge score: The knowledge score obtained on the follow-up test 15 days after the education, compared between the two education groups.
Measured: Data collection and the intervention were conducted over a three-week period, from 23 April to 14 May 2026. Students' knowledge was assessed using a post-test after the intervention and a follow-up test 15 days after the education.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted23 Oct 2026
- Study start23 Apr 2026
- Primary completion30 Apr 2026
- Study completion14 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Education, Nursing StudentsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study is a randomized, controlled, two-parallel-group experimental investigation that includes pre-test and post-test measurements, as well as a 15-day follow-up assessment.
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 77 participants (actual)
Sponsor and investigators
- Lead sponsor
- Zeliha CENGİZ
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Zeliha CENGİZ, Inonu University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07892482
- Sponsor's protocol ID
- INONU-HEM-ZC-07
- Status last verified
- Oct 2026
- First submitted
- 18 Oct 2026
- Last updated
- 23 Oct 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared before publication to protect the originality and publication priority of the study. After publication, de-identified data will be made accessible in accordance with ethical and legal requirements.
Publications
Chang YS, Hu SH, Kuo SW, Chang KM, Kuo CL, Nguyen TV, Chuang YH. Effects of board game play on nursing students' medication knowledge: A randomized controlled trial. Nurse Educ Pract. 2022 Aug;63:103412. doi: 10.1016/j.nepr.2022.103412. Epub 2022 Jul 13.
PubMed 35926260
Study at a glance
From the registry record, last updated by the sponsor on 23 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- THE IMPACT OF AN EDUCATIONAL GAME-BASED TEACHING PROGRAM ON NURSING STUDENTS' KNOWLEDGE LEVEL CONCERNING PARENTERAL MEDICATION: A CONTROLLED STUDY
- ClinicalTrials.gov ID
- NCT07892482
- Acronym / sponsor ID
- INONU-HEM-ZC-07
- Conditions
- Education, Nursing Students
- Keywords
- Education, Nursing, Games, Experimental, Injections, Clinical Competence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 77 participants (actual)
- Lead sponsor
- Zeliha CENGİZUniversity, hospital or other
- Study start
- 23 Apr 2026 (actual)
- Primary completion
- 30 Apr 2026 (actual)
- Study completion
- 14 May 2026 (actual)
- First posted
- 23 Oct 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This randomized controlled trial evaluated the effect of an educational game-based teaching program on nursing students' knowledge regarding parenteral medication administration. The primary questions addressed were:
- Did an educational game-based teaching program improve nursing students' knowledge regarding parenteral medication administration?
- Was the effect of the educational game-based teaching program on knowledge maintained at the 15-day follow-up?
Researchers compared students who received standard education with those who received standard education plus an educational game-based approach to evaluate changes in knowledge levels.
Participants completed a pretest, posttest, and 15-day follow-up test. The experimental group received standard education plus educational game-based activities related to parenteral medication administration. The control group received standard education only.
Detailed description
Parenteral medication administration is an important component of nursing education and clinical practice. Accurate medication administration requires adequate knowledge of medication administration routes, dosage calculation, medication administration principles, potential complications, and safe medication practices. Therefore, effective teaching strategies are needed to support nursing students' acquisition and retention of knowledge related to parenteral medication administration.
This randomized controlled study was conducted to evaluate an educational game-based teaching approach integrated into the teaching of parenteral medication administration. The educational intervention was developed to reinforce the theoretical content provided during the standard nursing education and to provide students with opportunities for active participation, repetition, and interaction with the course content.
The experimental group received standard education followed by an educational game-based approach. The game-based activities were conducted online using the Puzzel.org platform. Students were divided into five groups and participated in the activities for approximately 1-1.5 hours. The activities included crossword puzzles, matching activities, categorization tasks, a digital board/table game, dosage calculation activities, and questions related to medication administration complications and safe medication practices.
The educational games addressed topics including intradermal, subcutaneous, intramuscular, and intravenous medication administration; medication effects; dosage calculation; the ten rights of medication administration; route-specific administration principles; and potential complications. The board/table game and crossword activities traditionally used in face-to-face educational settings were adapted and transferred into a digital game-based learning environment.
The control group received the standard teaching provided within the nursing education program. Standard teaching included theoretical instruction supported by presentations, question-and-answer activities, and laboratory practice.
The educational game-based approach was designed as a supplement to, rather than a replacement for, standard nursing education. The study examined whether incorporating interactive game-based activities into standard teaching could improve students' knowledge and support knowledge retention over time.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- This study is a randomized, controlled, two-parallel-group experimental investigation that includes pre-test and post-test measurements, as well as a 15-day follow-up assessment.
| Arm | Type | Receives |
|---|---|---|
| Control Group (Standard Training) | Sham comparator | Other: Standard TrainingStudents in the control group received theoretical training-consisting of traditional teaching methods (lectures, presentations, and question-and-answer sessions)-on parenteral medication administration, as part of the "Fundamentals of Nursing" course curriculum. |
| Experimental Group (Educational Game-Based Training) | Experimental | Other: Educational game sessionsStudents in the experimental group received the same standard theoretical, laboratory, and clinical training as the control group. In addition to this, they participated in educational game-based training focused on parenteral medication administration. To enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Students who were enrolled in the Fundamentals of Nursing course for the first time, had access to online educational platforms, and voluntarily agreed to participate in the study were included.
Key exclusion criteria (1 listed)
- Students who had previously participated in any game-based educational program related to parenteral medication administration were excluded from the study.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Educational game sessionsTo enhance interaction and learning dynamics, the students in the experimental group were divided into 5 small study groups, each consisting of 7-8 individuals. Educational game sessions, lasting between 60 and 90 minutes, were organized for each group. All game components were implemented as a single, holistic pedagogical approach rather than as isolated elements. The games used in the intervention were digitized via the Puzzel.org platform and consisted of the following components: * Crossword Puzzle (4 questions): Cognitive prompts designed to help students recall routes of medication administration. • Matching Activities (37 matching items): Tasks designed to establish connections between drug effects (8 items), dosage calculations (9 questions), fundamental principles of medication safety (10 principles), types of medication orders (4 questions), and complications related to parenteral administration (6 items). * Categorization Activity (25 characteristics): A task involving the c | Other | Experimental Group (Educational Game-Based Training) |
| Standard TrainingFollowing the theoretical instruction, they completed 4 hours of laboratory skills training on manikins under the guidance of an instructor, as well as 8 hours of clinical practice per week under the supervision of clinical charge nurses. | Other | Control Group (Standard Training) |
Primary outcome
Students' knowledge of parenteral medication administration
Time frame: Data collection and the intervention were conducted over a three-week period, from 23 April to 14 May 2026. Students' knowledge was assessed using a post-test after the intervention and a follow-up test 15 days after the education.
The primary outcome measures are students' knowledge of parenteral medication administration. Knowledge will be assessed using a post-test administered after the education and a follow-up test administered 15 days after the education. Scores will be compared between students receiving game-based education and those receiving standard education. Higher scores will indicate a higher level of knowledge. * Post-test knowledge score: The knowledge score obtained on the post-test after the education, compared between the game-based education and standard education groups. * 15-day follow-up knowledge score: The knowledge score obtained on the follow-up test 15 days after the education, compared between the two education groups.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 23 Oct 2026.
- Background: PubMed 35926260Chang YS, Hu SH, Kuo SW, Chang KM, Kuo CL, Nguyen TV, Chuang YH. Effects of board game play on nursing students' medication knowledge: A randomized controlled trial. Nurse Educ Pract. 2022 Aug;63:103412. doi: 10.1016/j.nepr.2022.103412. Epub 2022 Jul 13.
- Individual participant dataSharing planned: No. Individual participant data will not be shared before publication to protect the originality and publication priority of the study. After publication, de-identified data will be made accessible in accordance with ethical and legal requirements.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Educational game sessions and Standard Training in people with Education, Nursing Students, run by Zeliha CENGİZ at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 23 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. Some participants in this study may receive a placebo. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Students' knowledge of parenteral medication administration (time frame: Data collection and the intervention were conducted over a three-week period, from 23 April to 14 May 2026. Students' knowledge was assessed using a post-test after the intervention and a follow-up test 15 days after the education.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07892482, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 23 Oct 2026.