Izvorni znanstveni članak
https://doi.org/10.64332/ujbb.3.1.1
The Comparison of Three Teaching Methods on the Knowledge and Satisfaction of Nursing Students in the Emergency Medical Procedures Class: A Non-Randomised Controlled Study
Mate Maretić
; School for Nurses Vrapče, Zagreb, Croatia
Dalibor Čavić
; Faculty of Health Sudies, Catholic University of Croatia, Zagreb, Croatia
Livia Puljak
; Faculty of Health Sudies, Catholic University of Croatia, Zagreb, Croatia
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* Dopisni autor.
Sažetak
Background: Nursing education in Croatia is primarily based
on traditional frontal teaching methods. There is limited
evidence comparing collaborative learning and ICT-based
gamifi cation with traditional methods regarding knowledge
acquisition and student satisfaction.
Aim: This study compared the effects of three teaching
methods - gamifi cation with ICT, collaborative learning,
and frontal teaching - on the knowledge and satisfaction of
nursing high school students during an emergency medical
procedures course.
Methods: This was a non-randomised quasi-experimental
study with parallel pretest-posttest groups including 65
fourth-grade nursing high school students in Zagreb, Croatia.
Three classes were assigned to gamifi cation with ICT (n=24),
collaborative learning (n=18), or frontal teaching (n=23). All
groups received eight hours of instruction over two months.
Outcomes were measured using a standardised knowledge
exam and a satisfaction questionnaire.
Results: A total of 54 participants completed the questionnaire.
Baseline knowledge did not signifi cantly differ between the
groups. Following the interventions, the gamifi cation and
ICT group achieved signifi cantly higher total knowledge
scores compared to both the frontal teaching group (p=0.021)
and the collaborative learning group (p=0.040). Signifi cant
differences were also observed across all specifi c cognitive
domains, including factual knowledge, understanding, and
application/analysis. Regarding student satisfaction, the
collaborative learning group reported signifi cantly lower
perceived teacher support compared to the other two groups.
Conclusion: Gamifi cation with ICT was associated with
higher post-intervention knowledge scores than frontal
teaching and collaborative learning, while overall student
satisfaction did not differ signifi cantly. These fi ndings
suggest that gamifi cation with ICT may be a promising
approach for improving short-term knowledge acquisition
in nursing education.
Ključne riječi
nursing; frontal teaching; collaborative learning; gamifi cation; information and communication technologies
Hrčak ID:
346984
URI
Datum izdavanja:
5.5.2026.
Posjeta: 0 *