Author Identifier
Scott Andrews: http://orcid.org/0009-0008-5007-2236
Date of Award
2025
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Master of Nursing (Research)
School
School of Nursing and Midwifery
First Supervisor
Brennen Mills
Second Supervisor
Carol Crevacore
Third Supervisor
Alecka Miles
Fourth Supervisor
Olivia Gallagher
Abstract
During the COVID-19 pandemic, nurses around the world suffered with the impact of resource scarcity on the provision of quality nursing care to patients. Nursing staff were at higher risk of infection than all other healthcare workers, with working conditions during the pandemic resulting in significant staffing pressures. The challenges faced by staff during the pandemic inevitably influenced the quality and delivery of clinical education, highlighting the need for innovative solutions such as digital learning to address emerging training needs. Further, the impact of COVID-19 restrictions on clinical education has highlighted the benefits of digital learning environments as alternatives to traditional educational strategies.
The literature highlights the critical need for professional development in pandemic preparedness and response, particularly in the areas of personnel and inventory resource management. This need arises from the observed gaps in the ability of healthcare systems to cope with the demands of pandemics, such as the COVID-19 crisis. Game-based learning (GBL) simulation is suggested as an engaging and effective training tool to enhance nurse preparedness for future pandemics.
The aim of this thesis was to understand the role and/or value of GBL as it can contribute to pandemic preparedness and leadership for nursing students. The methodology for this study adopted mixed methods to collect data from users on their experience of a clinical leadership simulation within a game based pandemic scenario. Evaluation of student nurses’ interaction with the GBL simulation was guided by Kirkpatrick’s Training Evaluation Model. Online surveys pre- and post-GBL simulation were adopted. The pre-GBL survey evaluated existing knowledge and confidence. The post-GBL survey evaluated user satisfaction and usability and provided a measure to compare knowledge and confidence gained through comparison to pre-GBL simulation data. Open ended survey questions explored user satisfaction and perceived application to clinical practice.
Significant differences in self-reported confidence and identified regulation were observed (p < 0.05) and participants reported moderate usability and user satisfaction with the gaming experience. The content analysis resulted in three key themes in relation to the nursing students experience with the GBL simulation; (1) GBL simulation increasing pandemic preparedness and leadership; (2) Technical issues impacting the user experience; and (3) A safe learning environment to practice without fear of failing.
GBL can deliver effective leadership preparedness and resource management training for nursing students. Findings indicate GBL simulation of real-world pandemic scenarios in a low-risk setting could provide learning benefit through integration into nursing education curricula. Content analysis of data collected in this study underscores the potential of GBL simulation as a valuable educational tool in nursing education. Future research should explore the long-term impacts of GBL simulation on students' skills and confidence in real-world settings.
DOI
10.25958/vtn7-n589
Recommended Citation
Andrews, S. J. (2025). The role of game-based learning simulation to enhance leadership in pandemic preparedness for nursing students. Edith Cowan University. https://doi.org/10.25958/vtn7-n589