{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T12:57:54Z","timestamp":1792155474330,"version":"4.4.0"},"reference-count":46,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T00:00:00Z","timestamp":1773100800000},"content-version":"vor","delay-in-days":68,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,1,1]],"date-time":"2026-01-01T00:00:00Z","timestamp":1767225600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Int J of Nursing Practice"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Infection control is essential in nursing education, but traditional methods often lack student engagement and may not support long\u2010term knowledge retention. This randomized controlled trial evaluated the impact of a gamified infection control education program on first\u2010year nursing students in Turkiye.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Sixty students were randomly assigned to either an intervention group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200930) or a control group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200930). The intervention group received a 4\u2010week gamified program that included physical games, case\u2010based activities and escape\u2010room scenarios, all designed according to Bloom's Taxonomy. The control group received standard lecture\u2010based instruction. Data were collected using the Infection Control Cognitive Achievement Measurement Questionnaire, the Academic Nurse Self\u2010Efficacy Scale and the Learning Motivation Scale in Higher Education. Analyses included\n                      <jats:italic>t<\/jats:italic>\n                      \u2010tests, Mann\u2013Whitney\n                      <jats:italic>U<\/jats:italic>\n                      tests, correlation analyses and regression.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The intervention group showed higher learning motivation (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.025) and greater cognitive achievement in sterilization and asepsis (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.024), though these differences did not remain significant after Holm\u2013Bonferroni correction. No significant difference in academic self\u2010efficacy was observed (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&gt;\u20090.05). Regression analysis showed that the learning objectives subdimension of the Learning Motivation in Higher Education Scale significantly predicted cumulative grade point average (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.001,\n                      <jats:italic>R<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      \u2009=\u20090.241).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Gamified learning may enhance motivation and specific cognitive outcomes but appears to have a limited impact on self\u2010efficacy. As a complementary method to traditional instruction, it holds promise, particularly when integrated with clinical practice and personalized feedback.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Trial Registration<\/jats:title>\n                    <jats:p>ClinicalTrials.gov identifier: NCT06786806<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/ijn.70128","type":"journal-article","created":{"date-parts":[[2026,3,11]],"date-time":"2026-03-11T01:05:12Z","timestamp":1773191112000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Impact of Gamified Infection Control Education on Cognitive Achievement, Academic Self\u2010Efficacy and Learning Motivation in Nursing Students: A Randomized Controlled Trial in Turkiye"],"prefix":"10.1111","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8004-4657","authenticated-orcid":false,"given":"Beratiye","family":"Oner","sequence":"first","affiliation":[{"name":"Faculty of Nursing Lokman Hekim University  Ankara Turkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0810-3381","authenticated-orcid":false,"given":"Ozlem\u00a0Ulku","family":"Bulut","sequence":"additional","affiliation":[{"name":"Department of Midwifery, Faculty of Health Sciences Lokman Hekim University  Ankara Turkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4761-7863","authenticated-orcid":false,"given":"Nurettin","family":"Oner","sequence":"additional","affiliation":[{"name":"Department of Healthcare Management, Faculty of Health Sciences Ankara University  Ankara Turkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,3,10]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"publisher","DOI":"10.5430\/jnep.v9n10p42"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.52134\/ueader.1270141"},{"key":"e_1_2_13_4_1","first-page":"415","article-title":"The Determinants of Clinical Competency: A Systematic Review","volume":"1","author":"Barnawi B. A. I.","year":"2025","journal-title":"Journal of Reproducible Research"},{"key":"e_1_2_13_5_1","volume-title":"Asepsis and Infection Prevention","author":"Berman A.","year":"2020"},{"key":"e_1_2_13_6_1","volume-title":"Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain","author":"Bloom B. S.","year":"1956"},{"key":"e_1_2_13_7_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_13_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ecns.2019.02.002"},{"key":"e_1_2_13_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/jan.14226"},{"key":"e_1_2_13_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ajic.2022.02.025"},{"key":"e_1_2_13_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.heliyon.2024.e29538"},{"key":"e_1_2_13_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2022.103412"},{"key":"e_1_2_13_13_1","doi-asserted-by":"crossref","unstructured":"Deterding S. 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