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Effectiveness of an ECG board game and embodied learning intervention for ECG education among nurses and nursing students: A randomized controlled trial

Year: 2026

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: AIM: To evaluate the effects of a combined electrocardiogram (ECG) board game and embodied learning intervention on ECG knowledge, confidence, learner perceptions and learning satisfaction among nurses and nursing students. BACKGROUND: Nurses and nursing students have insufficient knowledge of and confidence in ECG interpretation. Multimodal learning may improve outcomes. DESIGN: A randomized controlled trial. METHODS: Of 254 randomized participants from one teaching hospital and two universities in Taiwan, 236 with complete post-intervention data were included in the per-protocol analysis (experimental n = 120; control n = 116). The experimental group received a 90-minute ECG board game and embodied learning intervention; the control group received equivalent video-based instruction. Knowledge and confidence were assessed immediately before and after the intervention; perceptions and satisfaction were assessed afterward. Baseline-adjusted ANCOVA compared groups. RESULTS: Both groups improved in knowledge and confidence (all p < 0.001). The intervention group had higher adjusted post-test knowledge scores (mean difference 4.12, 95% CI 0.38-7.86; p = 0.031; partial η² = 0.020) and confidence scores (mean difference 4.50, 95% CI 0.89-8.12; p = 0.015; partial η² = 0.025). Perceptions (Cohen's d = 1.24) and satisfaction (Cohen's d = 0.87) also favored the intervention (both p < 0.001). CONCLUSIONS: The intervention produced small additional gains in knowledge and confidence and large favorable differences in learner perceptions and satisfaction. Findings are limited to immediate educational outcomes; longer-term retention and objective clinical performance require further study. CLINICALTRIALS: gov: NCT07646236; retrospectively registered on 11 June 2026.

Source: Nurse Education in Practice

DOI: 10.1016/j.nepr.2026.105004

Authors: Hsiao-Yen Hsieh, Tzu-Pei Yeh, Yi-Hsuan Chiang