Intramuscular injection is a core nursing skill, yet students frequently experience difficulties in mastering the procedure and heightened anxiety during performance assessments. This randomized controlled, assessor and analyst-blinded study was conducted to evaluate the effect of an interactive digital game on nursing students’ acquisition of intramuscular injection skills, exam-related anxiety, and satisfaction with the instructional approach. A total of 91 first-year nursing students participated, of whom 60 met eligibility criteria and were randomly assigned to experimental and control groups. Both groups received theoretical instruction and observed a demonstration of intramuscular injection, while only the experimental group played the interactive digital game before practice. Outcomes were measured using validated instruments and assessed by an independent observer. Students in the experimental group demonstrated higher post-test knowledge and skill scores, reported fewer intrusive thoughts associated with anxiety during the exam, and expressed greater satisfaction with the learning experience compared with the control group. Findings indicate that incorporating interactive digital game into nursing education offers an engaging and effective method to enhance psychomotor skill performance, alleviate assessment-related anxiety, and promote positive learning experiences. This innovative educational strategy may contribute to preparing nursing students for safer and more competent patient care.
Demirel et al. (Fri,) studied this question.