ArticleInternational journal of nursing sciences2025
Nurse-led inpatient education using a gamification approach for patients with mental illness: A quasi-experimental study.
Article in International journal of nursing sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Effectiveness of a Gamified Educational Intervention on Palliative Care Knowledge Among Nursing Students: A Single-Group Pre-Post Intervention Study.Nursing reports (Pavia, Italy) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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 ( 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.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.