Akademik Veri Yönetim Sistemi
Nurse Education in Practice, cilt.93, 2026 (SCI-Expanded, SSCI, Scopus)
Aim: This study aimed to determine the effect of a game-based virtual reality learning method on nursing students’ learning outcomes related to postoperative patient admission. Background: Postoperative patient admission is a demanding clinical process that often causes stress and anxiety among nursing students. To reduce this stress and support learning, various teaching methods are used in nursing education. Game-based virtual reality is one such method applied across nursing education; however, evidence regarding its effectiveness in teaching postoperative patient admission remains limited. Design: Pretest–posttest, parallel-group randomized controlled trial. The study's clinical trials number is NCT05469399. Methods: The study was conducted with 72 s-year nursing students, who were randomly assigned to an experimental and control group. Data were collected using Descriptive Characteristics Form, Theoretical Knowledge Test, Skill Assessment Checklist and Game-Based Virtual Reality Application Evaluation Form. Independent and paired samples t-tests and the chi-square test were used for data analysis and effect sizes were calculated using Cohen's d. Results: There was no significant differences between the groups in pre-test knowledge and skill scores. However, post-test knowledge and skill scores were significantly higher in the experimental group. A positive correlation was observed between knowledge and skill scores in the experimental group. Students reported that the virtual reality application provided a safe learning environment and enhanced their preparedness for clinical practice. Conclusion: Game-based virtual reality significantly improved nursing students’ knowledge and skills and supported their readiness for clinical practice. Integrating such applications into nursing curricula, particularly during the pre-clinical preparation phase, is recommended.