Hemşirelik Eğitiminde Dijital Dönüşüm ve Teknoloji Destekli Öğretim Yöntemleri

Abstract

Hemşirelik eğitimi, öğrencilerin teorik bilgi ile klinik becerileri bütünleştirerek bilişsel, duyuşsal ve psikomotor alanlarda yetkinlik kazanmalarını amaçlayan çok boyutlu bir süreçtir. Bu süreçte teorik ve klinik eğitim birbirini tamamlamakta; ancak teorik eğitimin, çoğunlukla geleneksel öğretim yöntemleri ile verilmesi öğrenci katılımını sınırlamakta, klinik eğitim ortamlarında ise yaşanan yoğun kaygı, yetersiz uygulama fırsatları ve fiziksel koşullar gibi sorunlar, öğrenme etkinliğini olumsuz etkileyebilmektedir. Özellikle Z kuşağı öğrencilerinin etkileşimli ve teknoloji destekli öğrenme beklentileri, eğitimde yeni yaklaşımların gerekliliğini ortaya koymaktadır. Bu doğrultuda bu derlemede hemşirelik eğitiminde dijital dönüşüm süreci ve bilgi ve iletişim teknolojilerinin eğitim müfredatlarına entegrasyonu üzerinde durulmuştur. Özellikle teknoloji destekli öğretim yöntemleri olan simülasyon, oyunlaştırma, sanal ve artırılmış gerçeklik gibi yenilikçi yöntemlerle hemşirelik eğitimininin daha esnek, öğrenci merkezli ve etkili hale getirilmesi, öğrencilerin mesleki ve dijital yeterliliklerinin gelişimine olan katkıları vurgulanmıştır.

Keywords

• Dijital
• Hemşirelik
• Öğretim
• Öğrenci
• Teknoloji

Ethical Statement

Derleme tarzındaki bu araştırmada etik kurul izninin alınmasına gerek yoktur.

Digital Transformation in Nursing Education and Technology-Supported Teaching Methods

Abstract

Nursing education is a multidimensional process aimed at enabling students to integrate theoretical knowledge with clinical skills, thereby gaining competence in cognitive, affective and psychomotor domains. In this process, theoretical and clinical education complement one another; however, the delivery of theoretical education, predominantly through traditional teaching methods, limits student engagement, whilst issues such as high levels of anxiety, insufficient practical opportunities and physical conditions in clinical settings can negatively impact learning effectiveness. In particular, the expectations of Generation Z students for interactive and technology-supported learning highlight the necessity of new approaches in education. In this context, this review focuses on the digital transformation process in nursing education and the integration of information and communication technologies into the curriculum. In particular, the contribution of innovative methods—such as simulation, gamification, and virtual and augmented reality—to making nursing education more flexible, student-centred and effective, and to the development of students’ professional and digital competencies, has been emphasised.

Keywords

• Digital
• Nursing
• Teaching
• Student
• Technology

Ethical Statement

As this is a review study, there is no need to obtain approval from an ethics committee.

References

1. Alexiou, A., & Schippers, M. C. (2018). Digital game elements, user experience and learning: A conceptual framework. Education and information technologies, 23, 2545–2567. https://doi.org/10.1007/s10639-018-9730-6
2. Alkhazali, M. N., Totur Dikmen, B., & Bayraktar, N. (2024). The effectiveness of mobile applications in improving nursing students’ knowledge related to pressure injury prevention. Healthcare, 12(13), 1264. https://doi.org/10.3390/healthcare12131264
3. Almarwani, A. M. (2026). Adoption of AI in nursing education: A systematic review of factors influencing student intentions. Applied Nursing Research, 88, 152068. https://doi.org/10.1016/j.apnr.2026.152068
4. Antón-Solanas, I., Rodríguez-Roca, B., Urcola-Pardo, F., Anguas-Gracia, A., Satústegui- Dordá, P. J., Echániz-Serrano, E., et al. (2022). An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a first-year module: A cross-sectional study. Nurse Education Today, 118, 105527. https://doi.org/10.1016/j.nedt.2022.105527
5. Arif, Y. M., Ayunda, N., Diah, N. M., & Garcia, M. B. (2024). A systematic review of serious games for health education: Technology, challenges, and future directions. In Transformative approaches to patient literacy and healthcare innovation (pp. 20–45). https://doi.org/10.4018/979-8-3693-3661-8.ch002
6. Bayram, S. B., & Çalışkan, N. (2019). Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial. Nurse Education Today, 79, 25–31. https://doi.org/10.1016/j.nedt.2019.05.010
7. Bland, A. J., Topping, A., & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Education Today, 31(7), 664–670. https://doi.org/10.1016/j.nedt.2010.10.013
8. Bodur, G., & Küçükkaya, A. (2026). Hemşirelik eğitiminde yapay zekanın kullanılabilirliği: Teknolojik dönüşümün fırsatları ve sınırları. Sağlık ve Hemşirelik Yönetimi Dergisi. 13(1):200-211. https://pdf.journalagent.com/shyd/pdfs/SHYD_13_1_200_211.pdf

9. Cambridge, P., Brockenshire, N., Bridge, N., & Jarden, R. J. (2023). Entry to practice nursing students' experiences of debriefing during clinical practice: A qualitative meta-synthesis. Nurse Education Today, 128, 105871. https://doi.org/10.1016/j.nedt.2023.105871
10. Celik, F., Turan, R., & Bektas, H. (2025). The effect of game-based interventions on the nursing students' level of knowledge: A systematic review and meta-analysis of randomized controlled trials. Nurse Education Today, 151, 106746. https://doi.org/10.1016/j.nedt.2025.106746
11. Chao, L. F., Wu, M. L., & Hsiao, P. R. (2024). Gamification and game-based learning in nursing education. Hu Li Za Zhi, 71(4), 12–18. https://doi.org/10.6224/JN.202408_71(4).03
12. Chatzea, V. E., Logothetis, I., Kalogiannakis, M., Rovithis, M., & Vidakis, N. (2024). Digital educational tools for undergraduate nursing education: A review of serious games, gamified applications and non-gamified virtual reality simulations/tools for nursing students. Information, 15(7), 410. https://doi.org/10.3390/info15070410
13. Chen, B., Wang, Y., Xiao, L., Xu, C., Shen, Y., Qin, Q., Li, C., Chen, F., Leng, Y., Yang, T., & Sun, Z. (2021). Effects of mobile learning for nursing students in clinical education: A meta-analysis. Nurse Education Today, 97, 104706. https://doi.org/10.1016/j.nedt.2020.104706
14. Chen, F. Q., Leng, Y. F., Ge, J. F., Wang, D. W., Li, C., Chen, B., & Sun, Z. L. (2020). Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis. Journal of medical Internet research, 22(9), e18290. https://doi.org/10.2196/18290
15. Chow, M. C. M., Hung, M. S. Y., Chu, J. W. K., & Lam, S. K. K. (2022). Factors affecting nursing students' intention to use a 3D game to learn field triage skills: a structural equation modelling analysis. BMC Nursing, 21(1), 46. https://doi.org/10.1186/s12912-022-00826-0
16. Cipresso, P., Giglioli, I. A. C., Raya, M. A., & Riva, G. (2018). The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature. Frontiers in Psychology, 9, 2086. https://doi.org/10.3389/fpsyg.2018.02086
17. Culha, I. (2019). Active learning methods used in nursing education. Journal of Pedagogical Research, 3(2), 74-86. https://doi.org/10.33902/JPR.2019254174
18. Çetkin, T., & Aslan, H. (2026). The Effect of Serious Games and Interactive Video-Based Education on Nursing Students' Psychomotor Skills, Perceived Stress, Satisfaction and Confidence Levels in Learning: A randomized controlled trial. Nurse Education in Practice, 93,104824. https://doi.org/10.1016/j.nepr.2026.104824.
19. Dağ, G. S., Kılıç, H. F., & Görgülü, R. S. (2019). Difficulties in clinical nursing education: Views of nurse instructors. International Archives of Nursing and Health Care, 5(1), 114.
20. De Gagne, J. C. (2023). The state of artificial intelligence in nursing education: Past, present, and future directions. International Journal of Environmental Research and Public Health, 20(6), 4884. https://doi.org/10.3390/ijerph20064884.
21. Demircan, B., Kıyak, Y., & Kaya, H. (2024). The effectiveness of serious games in nursing education: A meta-analysis of randomized controlled studies. Nurse Education Today, 142, 106330. https://doi.org/10.1016/j.nedt.2024.106330.
22. Dilmen, S., & Tuğut, N. (2025). Doğum ve kadın hastalıkları hemşireliği alanında simülasyon temelli eğitim. In Ö. Ü. Bulut (Ed.), Sağlık Bilimlerinde Teknoloji Ve İnovasyon (pp. 37–55). Özgür Yayınları. https://doi.org/10.58830/ozgur.pub898.c3703.
23. Ergin Doğan, S., & Aslan, H. (2024). Hemşirelik eğitiminde kullanılan güncel öğretim yöntem ve teknikleri. BÜSAD, 5(1), 224–235.
24. Fernando, P. A., & Premadasa, H. K. S. (2024). Use of gamification and game-based learning in educating generation alpha: A systematic literature review. Educational Technology and Society, 27(2), 114-132. https://doi.org/10.30191/ETS.202404_27(2).RP03
25. Fu, Y., & Weng, Z. (2024). Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices. Computers and Education: Artificial Intelligence, 7, 100306.. https://doi.org/10.1016/j.caeai.2024.100306
26. Fukada M. (2018). Nursing Competency: Definition, Structure and Development. Yonago Acta Medica, 61(1), 1–7. https://doi.org/10.33160/yam.2018.03.001
27. Foronda, C. L., Fernandez-Burgos, M., Nadeau, C., Kelley, C. N., & Henry, M. N. (2020). Virtual simulation in nursing education: a systematic review spanning 1996 to 2018. Simulation in Healthcare, 15(1), 46-54. https://doi.org/10.1097/SIH.0000000000000411
28. Gabr, M. A. M., Sleem, W. F., & El-Wkeel, N. S. (2025). Effect of virtual reality educational program on critical thinking disposition among nursing students in Egypt: a quasi-experimental pretest-posttest design. BMC Nursing, 24(1), 874. https://doi.org/10.1186/s12912-025-03488-w
29. Goodman, J. H., & Winter, S. G. (2017). Review of Use of Standardized Patients in Psychiatric Nursing Education. Journal of the American Psychiatric Nurses Association, 23(5), 360–374. https://doi.org/10.1177/1078390317712697 .
30. Goktas, P., & Grzybowski, A. (2025). Shaping the future of healthcare: Ethical clinical challenges and pathways to trustworthy AI. Journal of Clinical Medicine, 14(5), 1605. https://doi.org/10.3390/jcm14051605
31. Guven Ozdemir, N., & Sonmez, M. (2021). The relationship between nursing students' technology addiction levels and attitudes toward e-learning. Perspectives in Psychiatric Care, 57(3), 1442–1448. https://doi.org/10.1111/ppc.12710
32. Güngör, D. C., Soybaş, M., Orgun, F., & Özkütük, N. (2025). Educational games in nursing education: A bibliometric and content analysis. Nurse Education in Practice, 82, 104231. https://doi.org/10.1016/j.nepr.2024.104231
33. Haanes, G. G., Nilsen, E., Mofossbakke, R., Wighus, M., & Ravik, M. (2024). Digital learning in nursing education: lessons from the COVID-19 lockdown. BMC Nursing, 23(1), 646. https://doi.org/10.1186/s12912-024-02312-1
34. He, J., Baxter, S. L., Xu, J., Xu, J., Zhou, X., & Zhang, K. (2019). The practical implementation of artificial intelligence technologies in medicine. Nature Medicine, 25(1), 30–36. https://doi.org/10.1038/s41591-018-0307-0
35. Hwang, G. J., & Chen, P. Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459. https://doi.org/10.1016/j.entcom.2021.100459
36. Hegland, P. A., Aarlie, H., Strømme, H., & Jamtvedt, G. (2017). Simulation-based training for nurses: Systematic review. Nurse Education Today, 54, 6–20. https://doi.org/10.1016/j.nedt.2017.04.004
37. Hobenu, K. A., Adefuye, A. O., Naab, F., & Nyoni, C. N. (2025). Strategies to enhance clinical teaching and learning in undergraduate nursing education: A scoping review. PloS One, 20(6), e0305789. https://doi.org/10.1371/journal.pone.0305789
38. Hou, M., Lu, Y., Liu, Y., Luo, W., Xue, H., Yuan, H., & Zhang, X. (2025). The impact of virtual reality applied in nurse education on students' clinical thinking: A systematic review. Nurse Education Today, 146, 106553. https://doi.org/10.1016/j.nedt.2024.106553
39. Imran, M., & Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool: a review of emerging educational technology. Smart Learning Environments, 11(1), 22. https://doi.org/10.1186/s40561-024-00310-z
40. INACSL Standards Committee. (2016). INACSL standards of best practice: SimulationSM simulation glossary. Clinical Simulation in Nursing, 12(Suppl.), S39–S47. https://doi.org/10.1016/j.ecns.2016.09.012
41. Irwin, P., & Coutts, R. (2015). A Systematic Review of the Experience of Using Second Life in the Education of Undergraduate Nurses. The Journal of Nursing Education, 54(10), 572–577. https://doi.org/10.3928/01484834-20150916-05
42. Johnsen, H. M., Fossum, M., Vivekananda-Schmidt, P., Fruhling, A., & Slettebø, Å. (2016). A Serious Game for Teaching Nursing Students Clinical Reasoning and Decision-Making Skills. Studies in Health Technology and Informatics, 225, 905–906.
43. Khlaif, Z. N., Salameh, N., Ajouz, M., Mousa, A., Itmazi, J., Alwawi, A., & Alkaissi, A. (2025). Using Generative AI in nursing education: Students' perceptions. BMC Medical Education, 25(1), 926. https://doi.org/10.1186/s12909-025-07416-z
44. Kim, Y., & Park, H. Y. (2024). Effects of virtual reality training on clinical skill performance in nursing students: A systematic review, meta-analysis and meta-regression. International Journal of Nursing Practice, 30(6), e13284. https://doi.org/10.1111/ijn.13284
45. Koçak, B., Ponsiglione, A., Stanzione, A., Bluethgen, C., Santinha, J., Ugga, L., Huisman, M., Klontzas, M. E., Cannella, R., & Cuocolo, R. (2025). Bias in artificial intelligence for medical imaging: fundamentals, detection, avoidance, mitigation, challenges, ethics, and prospects. Diagnostic and Interventional Radiology, 31(2), 75-88. https://doi.org/10.4274/dir.2024.242854
46. Kotp, M. H., Bassyouny, H. A. A., Aly, M. A., Ibrahim, R. K., Hendy, A., Attia, A. S., Mekdad, A. K., Hafez, A. A., Farghaly Abdelaliem, S. M., A Baghdadi, N., Hendy, A., & Ismail, H. A. (2025). Game on or game over? Gamification from 360-degree perspective, perception, confidence, and challenges in simulation based nursing education: a mixed-method study. BMC Nursing, 24(1), 602. https://doi.org/10.1186/s12912-025-03253-z
47. Kuruca Ozdemir, E., & Dinc, L. (2022). Game-based learning in undergraduate nursing education: A systematic review of mixed-method studies. Nurse Education in Practice, 62, 103375. https://doi.org/10.1016/j.nepr.2022.103375
48. Labrague, L. J., McEnroe-Petitte, D. M., Bowling, A. M., Nwafor, C. E., & Tsaras, K. (2019). High-fidelity simulation and nursing students' anxiety and self-confidence: A systematic review. Nursing Forum, 54(3), 358–368. https://doi.org/10.1111/nuf.12337
49. Labrague, L. J., Sabei, S. A., & Yahyaei, A. A. (2025). Artificial intelligence in nursing education: a review of AI-based teaching pedagogies. Teaching and Learning in Nursing, 20(3), 210-221. https://doi.org/10.1016/j.teln.2025.01.019.
50. Lee, C. Y., Lee, C. H., Lai, H. Y., Chen, P. J., Chen, M. M., & Yau, S. Y. (2025). Emerging trends in gamification for clinical reasoning education: a scoping review. BMC Medical Education, 25(1), 435. https://doi.org/10.1186/s12909-025-07044-7
51. Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-based education in nursing. SAGE Open Nursing, 8, 23779608221140774. https://journals.sagepub.com/doi/10.1177/23779608221140774
52. Li, A., Zain, N. M., Yusuf, A., Deng, H., & He, Q. (2024). Development and effectiveness of online teaching on practical skills among nursing students: A systematic review and meta-analysis. Nurse Education in Practice, 78, 103988. https://doi.org/10.1016/j.nepr.2024.103988
53. Lifshits, I., & Rosenberg, D. (2024). Artificial intelligence in nursing education: A scoping review. Nurse Education in Practice, 80, 104148. https://doi.org/10.1016/j.nepr.2024.104148
54. Liu, K., Zhang, W., Li, W., Wang, T., & Zheng, Y. (2023). Effectiveness of virtual reality in nursing education: a systematic review and meta-analysis. BMC Medical Education, 23(1), 710. https://doi.org/10.1186/s12909-023-04662-x
55. Liu, Z., Yu, R., Yao, X., & Yan, Q. (2025). The impact of feedback elements in serious games on nursing learning outcomes: A systematic review and meta-analysis. Nurse Education Today, 150, 106689. https://doi.org/10.1016/j.nedt.2025.106689.
56. Malicki, A., Vergara, F. H., Van de Castle, B., Goyeneche, P., Mann, S., Preston Scott, M., Seiler, J., Meneses, M. Z., & Whalen, M. (2020). Gamification in Nursing Education: An Integrative Literature Review. Journal of Continuing Education in Nursing, 51(11), 509–515. https://doi.org/10.3928/00220124-20201014-07
57. Mather, C., & McCarthy, R. (2021). Exploring the effects of a high-fidelity environment on nursing students’ confidence and performance of CPR. Nursing Standard, 36(2), 76–82. https://doi.org/10.7748/ns.2021.e11564
58. Mendez, K. J. W., Piasecki, R. J., Hudson, K., Renda, S., Mollenkopf, N., Nettles, B. S., & Han, H. R. (2020). Virtual and augmented reality: Implications for the future of nursing education. Nurse Education Today, 93, 104531. https://doi.org/10.1016/j.nedt.2020.104531
59. Mercan, G., Varol Selçuk, Z., & Kaya, E. (2024). Research on Mobile Learning (M-Learning) in Higher Education: A Systematic Review (2016 to 2023). İnsan ve Sosyal Bilimler Dergisi, 7(2), 286-307. https://doi.org/10.53048/johass.1565945
60. Meşe, S., & Meşe, C. (2022). Research trends on digital games and gamification in nursing education. Journal of Computer and Education Research, 10(20), 734-750. https://doi.org/10.18009/jcer.1175412.
61. Mlinar Reljić, N., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse Education Today, 72, 61–66. https://doi.org/10.1016/j.nedt.2018.10.019
62. Mishra, R., Hemlata, & Trivedi, D. (2023). Simulation-based learning in nursing curriculum: Time to prepare quality nurses—A systematic review and meta-analysis. Heliyon, 9(5), e16014. https://doi.org/10.1016/j.heliyon.2023.e16014
63. Nylén-Eriksen, M., Stojiljkovic, M., Lillekroken, D., Lindeflaten, K., Hessevaagbakke, E., Flølo, T. N., Hovland, O. J., Solberg, A. M. S., Hansen, S., Bjørnnes, A. K., & Tørris, C. (2025). Game-thinking; utilizing serious games and gamification in nursing education - a systematic review and meta-analysis. BMC Medical Education, 25(1), 140. https://doi.org/10.1186/s12909-024-06531-7
64. Ordu, Y., & Çalışkan, N. (2021). Hemşirelik eğitiminde oyun temelli öğrenmede yenilikçi bir yaklaşım: Sanal oyun simülasyonu. Journal of Human Sciences, 18(4), 657–664. https://doi.org/10.14687/jhs.v18i4.2021
65. Ozlu, M., Arican, S., & Kantek, F. (2025). Games and Gamification in Nursing: Mapping the Literature and Future Directions. Nurse Education Today, 155, 106860. https://doi.org/10.1016/j.nedt.2025.106860
66. Pineda-Martínez, M., Llanos-Ruiz, D., Puente-Torre, P., & García-Delgado, M. Á. (2023). Impact of video games, gamification, and game-based learning on sustainability education in higher education. Sustainability, 15(17), Article 13032. https://doi.org/10.3390/su151713032
67. Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students' programs: A group interview. BMC Nursing, 20(1), 173. https://doi.org/10.1186/s12912-021-00688-y
68. Raman, J. (2015). Mobile technology in nursing education: Where do we go from here? A review of the literature. Nurse Education Today, 35(5), 663–672. https://doi.org/10.1016/j.nedt.2015.01.018
69. Reis da Silva, T. H., & Mitchell, A. (2024). Integrating digital transformation in nursing education: Best practices and challenges in curriculum development. In M. D. Lytras, A. C. Serban, A. Alkhaldi, S. Malik, & T. Aldosemani (Eds.), Digital transformation in higher education, Part B: Cases, examples and good practices (pp. 57–101). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83608-424-220241004
70. Rodríguez-Abad, C., Fernández-de-la-Iglesia, J. D., Martínez-Santos, A. E., & Rodríguez-González, R. (2021). A Systematic Review of Augmented Reality in Health Sciences: A Guide to Decision-Making in Higher Education. International Journal of Environmental Research and Public Health, 18(8), 4262. https://doi.org/10.3390/ijerph18084262
71. Rony, M. K. K., Kayesh, I., Bala, S. D., Akter, F., & Parvin, M. R. (2024). Artificial intelligence in future nursing care: Exploring perspectives of nursing professionals-A descriptive qualitative study. Heliyon, 10(4). https://doi.org/10.1016/j.heliyon.2024.e25718
72. Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
73. Sanz-Martos, S., Álvarez-García, C., Álvarez-Nieto, C., López-Medina, I. M., López-Franco, M. D., Fernandez-Martinez, M. E., & Ortega-Donaire, L. (2024). Effectiveness of gamification in nursing degree education. PeerJ, 12, e17167. https://doi.org/10.7717/peerj.17167
74. Schrader, C. (2023). Serious games and game-based learning. In Handbook of open, distance and digital education (pp. 1255-1268). Singapore: Springer Nature Singapore.
75. Schroth, C. (2019). Teaching Generation Z: The influence of technology on the generation gap. Journal of Nursing Education, 58(2), 72–74. https://doi.org/10.3928/01484834-20190122-03
76. Seo, W. J., & Kim, M. (2024). Utilization of generative artificial intelligence in nursing education: A topic modeling analysis. Education Sciences, 14(11), 1234. https://doi.org/10.3390/educsci14111234
77. Stenseth, H. V., Steindal, S. A., Solberg, M. T., Ølnes, M. A., Sørensen, A. L., Strandell-Laine, C., Olaussen, C., Farsjø Aure, C., Pedersen, I., Zlamal, J., Gue Martini, J., Bresolin, P., Linnerud, S. C. W., & Nes, A. A. G. (2025). Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review. Journal of Medical Internet Research, 27, e58744. https://doi.org/10.2196/58744
78. Sumiya, S., Kale, S. N., Singh, R. A., Nair, A. S., Abraham, D. S. E., Thomas, J., & Begum, F. (2025). Understanding Generation Z in Nursing Education: A Review of Learning Styles, Challenges, and Opportunities. Journal of Carcinogenesis, 24(6), 395-402. https://ssrn.com/abstract=5549522
79. Şendir, M., Çelik, S., Dişsiz, M., Güney, R., Kolcu, M., Kabuk, A., ... Bektemür, G. (2018). Hemşirelik eğitimi ve uygulamasında yeni bir yaklaşım: Hemşirelik eğitimi ve uygulamasının bütünleşmesi. Journal of Academic Research in Nursing (JAREN), 4(2), 92–99.
80. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023
81. Tan, A. J. Q., Lee, C. C. S., Lin, P. Y., Cooper, S., Lau, L. S. T., Chua, W. L., & Liaw, S. Y. (2017). Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial. Nurse Education Today, 55, 38–44. https://doi.org/10.1016/j.nedt.2017.04.027
82. Tavares, N. (2022). The use and impact of game-based learning on the learning experience and knowledge retention of nursing undergraduate students: A systematic literature review. Nurse Education Today, 117, 105484. https://doi.org/10.1016/j.nedt.2022.105484
83. Thangavelu, D. P., Tan, A. J. Q., Cant, R., Chua, W. L., & Liaw, S. Y. (2022). Digital serious games in developing nursing clinical competence: A systematic review and meta-analysis. Nurse Education Today, 113, 105357. https://doi.org/10.1016/j.nedt.2022.105357
84. Theobald, K. A., Tutticci, N., Ramsbotham, J., & Johnston, S. (2021). Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review. Nurse Education in Practice, 57, 103220. https://doi.org/10.1016/j.nepr.2021.103220
85. Turner, M. (2015). Teaching Generation Z: A new generation of learners. Nurse Educator, 40(5), 218–220. https://doi.org/10.1097/NNE.0000000000000166
86. Ullah, M., Amin, S.U., Munsif, M., Safaev, U., Khan, H., Khan, S., Ullah, H. (2022). Serious Games in Science Education. A Systematic Literature Review. Virtual Reality & Intelligent Hardware, 4(3), 189-209. https://doi.org/189–209. 0.1016/j.vrih.2022.02.001
87. Uymaz, P., & Uymaz, A. O. (2022). Assessing acceptance of augmented reality in nursing education. PLOS ONE, 17(2), e0263937. https://doi.org/10.1371/journal.pone.0263937
88. Xu, Y., Lau, Y., Cheng, L. J., & Lau, S. T. (2021). Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review. Nurse Education Today, 107, 105139. https://doi.org/10.1016/j.nedt.2021.105139
89. Yalcinkaya, T., & Cinar Yucel, S. (2023). Mobile learning in nursing education: A bibliometric analysis and visualization. Nurse Education in Practice, 71, 103714. https://doi.org/10.1016/j.nepr.2023.103714
90. Yang, J,C., Lin, M.Y.D., Chen, S.Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. Journal of Computer Assisted Learning, 34:324–334. https://doi.org/10.1111/jcal.12245