JMIR Publications

ABSTRACT

Background:

So-called serious games, or educational games, are a category of games aimed at learning. They can produce motivation and strong user engagement through their dynamic, responsive, and visual nature. Learning through experience is the dominant pedagogical paradigm in serious game design, which allows for active and self-directed exploration rather than instruction-based learning. PU are defined as injuries caused by the breakdown of the skin and adjacent soft tissues, a common complication in bedridden patients, leading to physical and psychological harm. PU treatment and prevention must be linked to a multiprofessional approach, as patients require holistic evaluation, and nurses must be integral to this process.

Objective:

To develop and evaluate a serious game as an educational tool about Pressure Ulcers (PU) for undergraduate nursing students.

Methods:

This study was based on the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model. This model, also known as Instructional System Design (ISD), is a systematic instructional design framework widely used in education and divided into two main phases: Conception and Execution. The conception phase includes the stages of analysis, planning, and development, while the execution phase comprises implementation and evaluation.

Results:

The evidence base was anchored in guidelines from two internationally recognized authorities: the European Pressure Ulcer Advisory Panel (EPUAP) and National Pressure Injury Advisory Panel (NPIAP). The evaluation results demonstrate an effective serious game that supports nursing practice by facilitating integrated, high-quality care to promote patient recovery and wellbeing for the targeted health issues.

Conclusions:

It is concluded that the serious game "Pressure-Free" contains the necessary resources to promote meaningful learning among its players, establishing itself as a high-quality educational strategy.