Effect Of Gamification Teaching Strategy On B.Sc ( N) Iv Year Nursing Students Health Literacy Regarding Menstrual Blood Banking At Pcon Chennai

Background: Menstrual blood banking, an emerging field in regenerative medicine, requires enhanced health literacy among nursing students to promote patient education and informed decision-making. Gamification, the integration of game design elements in non-game contexts, has shown promise in improving engagement and learning outcomes in nursing education. Objective :This study evaluates the effect of a gamification teaching strategy on the health literacy of fourth-year BSc Nursing students concerning menstrual blood banking. Methods: A quasi-experimental pretest-posttest design was employed with 80 fourth-year BSc Nursing students at a tertiary nursing college in India. Participants were divided into an experimental group (n=40), receiving a gamified educational module, and a control group (n=40), receiving traditional lectures. The Health Literacy Survey on Menstrual Blood Banking (HLS-MBB), a validated tool, measured health literacy before and after the intervention. The gamified module included points, badges, leader boards, and scenario-based challenges delivered via an e-learning platform. Data were analyzed using paired t-tests and independent t-tests. Results: The experimental group showed a significant increase in health literacy scores post-intervention (mean difference = 16.32, p<0.001) compared to the control group (mean difference = 4.2, p=0.04). The gamified approach also enhanced student engagement and motivation, as reported in post-intervention surveys. Conclusion: Gamification significantly improves health literacy regarding menstrual blood banking among fourth-year BSc Nursing students, suggesting its potential as an innovative teaching strategy in nursing curricula.