RadGames: Desenvolvimento e avaliação de metodologias gamificadas para a capacitação em radiodermites em estudantes de Enfermagem

Abstract

Radiation dermatitis affects up to 95% of patients undergoing radiotherapy. Inadequate treatment can delay treatment, increase healthcare costs, and reduce patients' quality of life. This dissertation aims to develop educational interventions based on serious games and compare them with traditional teaching methods, integrated into a micro-credential. The goal is to train nurses in the diagnosis, classification, and management of radiodermatitis and to evaluate the impact of gamified methodologies compared to traditional teaching in terms of learning, confidence, and self-efficacy. Methods: This is an experimental, cross-sectional, and longitudinal study focused on the development of educational interventions for professional training in the management of radiodermatitis. In this phase of the research, the focus is on the construction of teaching methodologies, a micro-credential, and a serious game, as well as the development and validation of a questionnaire for the future evaluation of its effectiveness and acceptance by nurses. The implementation of the interventions and the assessment of their impact on learning will be carried out in a subsequent study, which is expected to cover approximately 200 students in their final year of nursing in two groups, both of which will undergo a theoretical micro-credential component. In practical classes, Group A will begin with discussions of clinical cases (in the micro-credential), followed by the serious game, while Group B will follow the reverse order. Data will be collected at three points in time: pre-intervention, post-first intervention, and at the end of the interventions, through a questionnaire. Results: At this stage of the research, it is clear that it is possible to structure a coherent training course with clear learning objectives, diversified methodologies, and interactive activities that seek to combine scientific rigor and pedagogical motivation. The micro-credential allows theoretical content to be consolidated and applied in structured academic situations, while the serious game adds a practical and immersive dimension, bringing the student closer to clinical reality through simulation, problem solving, and immediate feedback. Conclusions: This research represents a conceptual and methodological advance, leading the way for future research. From a practical standpoint, the integration of microcredentials and serious games into nursing education may represent a paradigm shift in undergraduate clinical training and continuing professional development.