認知評估數位桌遊對護生學習失智症之影響

The Impacts of Cognitive Assessment Digital Board Games on Nursing Students’Learning of Dementia

背景：全球人口高齡化，失智症患者持續上升，對醫療照護系統構成嚴峻挑戰。護理人員在失智症照護中扮演關鍵角色，為提升照護品質，亟需加強護理學生對於失智症相關的知識、接受度和同理心。
目的：探討運用認知評估數位桌遊與青銀共學教學策略，對護生學習失智症知識、接受度、同理心等相關因素之影響。
方法：招募某護理專科學校48位四、五年級護理學生，收案為期八個月，每位學生進行兩次課程教學40分鐘，採單組前後測問卷研究，輔以質性訪談探索數位桌遊學習經驗。
結果：介入後護生在失智症知識與失智症接受度、同理心有正向回饋。數位桌遊有效促進學習動機，獲多數學生正向回饋，對於青銀共學滿意度高，對數位桌遊繼續使用意圖也呈現正向肯定。
結論：研究證實，融合認知評估數位桌遊與青銀共學的教學模式，能提升護生在失智症知識、接受度及同理心的學習成效。

Background: The global aging population and the rising number of individuals with dementia pose significant challenges to healthcare systems. Nurses play a pivotal role in dementia care, and enhancing nursing students’knowledge, acceptance, and empathy toward dementia is essential for improving care quality.
Purpose: This study aims to examine the effects of a cognitive assessment digital board game combined with an intergenerational learning teaching strategy on nursing students’dementia-related knowledge, acceptance, and empathy.
Methods: A total of 48 fourth-and fifth-year nursing students from a nursing vocational college were recruited over an eight-month period. Each student participated in two 40-minute instructional sessions. A one-group pretest-posttest questionnaire design was employed, supplemented by qualitative interviews to explore learning experiences with the digital board game.
Results: Post-intervention, nursing students demonstrated positive improvements in dementia-related knowledge, dementia acceptance, and empathy. The digital board game effectively enhanced learning motivation and received predominantly positive feedback from students. Participants reported high satisfaction with the intergenerational learning experience between youth and older adults, and expressed affirmative intentions to continue using the digital board game.
Conclusion: This study confirms that an instructional model integrating a cognitive-assessment digital board game with intergenerational learning between youth and older adults can enhance nursing students’learning outcomes in dementia knowledge, acceptance, and empathy.