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From Technology to Reality: Challenges Faced by Nursing Students in Using a Simulation-Based Serious Educational Game for Burn Patient Assessment

    Authors

    1 Department of Health Information Technology, School of Allied Medical Sciences, Shahroud University of Medical Sciences, Shahroud, Iran.

    2 Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

    3 Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

    4 Department of General Surgery, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.

    5 Surgical Oncology Research Center, Imam Reza Hospital, Mashhad University of Medical Sciences, Mashhad, Iran.

,

Document Type : Original Article
10.22038/hmed.2025.85551.1474

Abstract

Introduction: In the realm of nursing education, the adoption of cutting-edge teaching methodologies, such as serious games, has become increasingly significant for advancing the knowledge and clinical competencies of nursing students. These approaches create an interactive and immersive environment, allowing students to simulate authentic clinical scenarios. Nevertheless, incorporating these technologies into nursing curricula and leveraging them effectively in student training presents notable challenges. This study was conducted to identify and examine the challenges encountered by nursing students when engaging with a serious game developed for teaching burn injury assessment.
Materials & Methods:  This qualitative research involved 20 undergraduate nursing students, selected through purposive sampling. Data were collected using semi-structured interviews and focus group discussions. All sessions were promptly recorded and transcribed verbatim. Thematic analysis was applied to analyze the data, with coding carried out in three phases to delineate primary and secondary themes.
Results: The study's findings highlighted that students encountered three major categories of challenges while using the serious game designed for burn injury assessment training: Educational and feedback-related challenges, encompassing interruptions in the learning process and inadequate constructive feedback;  Infrastructural challenges, including unreliable internet access and financial limitations;  Individual challenges, such as unfavorable prior experiences and a preference for conventional study methods. 
Conclusion: Although innovative educational tools like serious games hold substantial promise for enhancing nursing students' clinical skills in burn injury assessment, several obstacles impede their effective implementation. To fully harness the potential of these technologies, targeted strategies must be developed and executed to address these barriers.

Keywords

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Horizon of Medical Education Development
Volume 16, Special Issue1
August 2025
Pages 68-78
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