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Enhanced virtual gaming improved nursing-student knowledge, satisfaction, and confidence

The Journal of Nursing Education (PubMed)Jul 27, 2026

AI-summarized from the linked source. Educational brief, not medical advice.

Brief summary

A randomized pretest-posttest study found that adding storylines, sound effects, and progress bars to a virtual gaming simulation improved undergraduate nursing students' knowledge scores, satisfaction, and self-confidence compared with a traditional branching simulation.

What NurseJet pulled from the source

Undergraduate nursing students were randomized to an enhanced virtual gaming simulation or a traditional branching version. The enhanced group had greater improvement in knowledge scores and higher satisfaction and self-confidence. Overall enjoyment did not differ significantly, although the enhanced group reported higher challenge and improvement subscale scores.

Why this matters for nurses

Nurse educators increasingly use virtual simulation but still need evidence about which design features support learning. The findings favor purposeful enhancements tied to challenge and feedback while leaving clinical-skill transfer and resource requirements unresolved.

Bedside takeaway

Purposeful gaming enhancements improved knowledge scores and learner confidence, but clinical-skill transfer remains untested.

How This Applies in Practice

Use this when: Designing or evaluating a virtual gaming simulation for undergraduate nursing students.

On your shift

  • Tie story, sound, progress, and challenge features to explicit objectives instead of adding them only for entertainment.
  • Pair the simulation with structured debriefing and assess knowledge, confidence, satisfaction, and observed performance separately.
  • Retain qualified instructor oversight and direct competency assessment for safety-sensitive clinical skills.
Keep in mind: The abstract does not establish long-term retention or clinical transfer. Follow nursing-program standards, clinical-site facility policy, and local simulation protocols.

Key takeaways

  • The study used a randomized controlled pretest-posttest design in undergraduate nursing students.
  • Enhanced gaming elements were associated with greater knowledge-score improvement than a traditional branching simulation.
  • Satisfaction and self-confidence were higher in the enhanced group, while overall enjoyment did not differ significantly.
  • The abstract does not report the sample size, effect estimates, follow-up duration, or whether learning transferred to clinical performance.

Practice implications

  • When developing virtual simulation, align each gaming element with a learning objective, preserve a structured debrief, and evaluate knowledge and confidence separately from demonstrated clinical competence. Keep instructor oversight for safety-sensitive decisions.

Limitations & cautions

  • The abstract does not report sample size, effect sizes, participant characteristics, attrition, long-term retention, or transfer to clinical performance. The study compares one enhanced design with one traditional branching simulation and does not isolate the effect of each added element.
  • AI-summarized from the linked source. Review the original article before applying to practice.

Citations

Exact source links

Public citations are filtered to exact credible source pages. Homepage-only or invalid links stay in admin review and are not shown here.

The Journal of Nursing Education (PubMed)

The Journal of Nursing Education (PubMed). Effects of Enhanced Gaming Elements in Virtual Gaming Simulation on Learning Outcomes.

Open original source

https://pubmed.ncbi.nlm.nih.gov/42490519/

Professional education only

This summary does not replace clinical judgment, facility policy, provider orders, or official guidelines. Verify practice changes against the original source and local protocol.

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