Abstract
This study addressed the need for effective educational strategies in nursing, focusing on ECG learning essential for patient care. It evaluated the effectiveness of Kahoot! in enhancing ECG learning and identifies key factors influencing the process. A mixed-methods design was used, involving two classes from a Critical Care Nursing course in a Taiwanese university. The experimental group received three Kahoot! sessions, while the control group had traditional discussions. Pre- and post-tests were conducted using open-ended questionnaires. After the post-test, the control group also received one Kahoot! session. Ninety-eight participants completed a satisfaction survey, and ten volunteers were interviewed about their learning difficulties. No significant difference in learning outcomes was found between the groups, but the experimental group reported higher satisfaction. Pre-test scores differed significantly by RN license status and advanced cardiac life support training. Post-test scores showed significant differences by gender and RN license status. The experimental group had higher scores in simulated ECG monitoring. Main learning difficulties included lack of motivation, understanding ECGs, and needing more practice. The study was limited by randomized cluster sampling and different past learning experiences. Future studies should use randomized clinical trials, focus on ECG beginners, and extend the duration of Kahoot! intervention to enhance generalizability.
Notes
References:
Amini, K., Mirzaei, A., Hosseini, M., Zandian, H., Azizpour, I., & Haghi, Y. (2022). Assessment of electrocardiogram interpretation competency among healthcare professionals and students of Ardabil University of Medical Sciences: A multidisciplinary study. BioMed Central Medical Education, 22, 448. https://doi.org/10.1186/s12909-022-03518-0
Cortés-Pérez, I., Zagalaz-Anula, N., López-Ruiz, M. d. C., Díaz-Fernández, Á., Obrero-Gaitán, E., & Osuna-Pérez, M. C. (2023). Study based on gamification of tests through Kahoot!™ and reward game cards as an innovative tool in physiotherapy students: A preliminary study. Healthcare, 11(4), 578. https://doi.org/10.3390/healthcare11040578
Garza, M. C., Olivan, S., Monleón, E., Cisneros, A. I., García-Barrios, A., Ochoa, I., Whyte, J., & Lamiquiz-Moneo, I. (2023). Performance in Kahoot! activities as predictive of exam performance. BioMed Central Medical Education, 23(1), 413.
Jiang, L., Wang, D., Yan, J., & Yang, M. (2023). Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study. Nursing Open, 10, 4461-4470. https://doi.org/10.1002/nop2.1688
Rubbi, I., Carvello, M., Bassi, V., Triglia, C., Di Lorenzo, R., Cremonini, V., Artioli, G., & Ferri, P. (2021). The skill of nursing students trained in the evaluation of electrocardiographic trace: A comparison with emergency nurses. Acta Biomedica, 92(Supplement 2), e2021507. https://doi.org/10.23750/abm.v92iS2.12345
Viljoen, C. A., Millar, R. S., Engel, M. E., Shelton, M., & Burch, V. (2019). Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis. British Medical Journal open, 9(11), e028800.
Sigma Membership
Lambda Beta at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Acute Care, Continuing Education, Nursing Education, ECG Learning Essentials, Taiwan
Recommended Citation
Hsiao, Szu-Mei, "Enhancing ECG Knowledge and Satisfaction with Kahoot! for Nursing Students" (2025). International Nursing Research Congress (INRC). 242.
https://www.sigmarepository.org/inrc/2025/presentations_2025/242
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Enhancing ECG Knowledge and Satisfaction with Kahoot! for Nursing Students
Seattle, Washington, USA
This study addressed the need for effective educational strategies in nursing, focusing on ECG learning essential for patient care. It evaluated the effectiveness of Kahoot! in enhancing ECG learning and identifies key factors influencing the process. A mixed-methods design was used, involving two classes from a Critical Care Nursing course in a Taiwanese university. The experimental group received three Kahoot! sessions, while the control group had traditional discussions. Pre- and post-tests were conducted using open-ended questionnaires. After the post-test, the control group also received one Kahoot! session. Ninety-eight participants completed a satisfaction survey, and ten volunteers were interviewed about their learning difficulties. No significant difference in learning outcomes was found between the groups, but the experimental group reported higher satisfaction. Pre-test scores differed significantly by RN license status and advanced cardiac life support training. Post-test scores showed significant differences by gender and RN license status. The experimental group had higher scores in simulated ECG monitoring. Main learning difficulties included lack of motivation, understanding ECGs, and needing more practice. The study was limited by randomized cluster sampling and different past learning experiences. Future studies should use randomized clinical trials, focus on ECG beginners, and extend the duration of Kahoot! intervention to enhance generalizability.
Description
This study evaluated Kahoot!'s effectiveness in enhancing ECG learning for nursing students. Using a mixed-methods design, it involved two classes from a Critical Care Nursing course. The experimental group received three Kahoot! sessions, while the control group had traditional discussions. Results showed no significant difference in learning outcomes, but higher satisfaction in the experimental group. Key learning difficulties included motivation and understanding ECGs.