Gamification of eHealth self-care education in a heart failure population
department or school: Health and Social Development, Faculty of (Okanagan)
department or school: Nursing, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Lukey, Alexandra Marie
issued: 2021-11-02T18:31:56Z
issued: 2021
related degree: Master of Science in Nursing - MSN
degree grantor: University of British Columbia
description: Background: Heart failure (HF) is a condition that afflicts more than 26 million patients worldwide and is associated with high rates of morbidity, mortality, and hospital admissions. Education delivered online is an acceptable and scalable strategy to support patient self-care. Further, gamification, otherwise known as serious games, is gaining acceptance as a valid method of creating behaviour change in education and eHealth. The purpose of this study was to design and pilot test the efficacy of utilizing a theory-informed, web-based, gamified, self-care education website for patients living with HF. Story-based scenarios and rewards were the gamification tactics chosen for the website. Research Design: This study was a three-part, mixed-methods study that included embedded exploratory and explanatory qualitative phases during the intervention design and testing. After the design and initial iteration of the website, 19 patients participated in a pre-post-test design using the Self-Care of Heart Failure Index (SCHFI) and the Dutch Heart Failure Knowledge Scale. Usability measures were tracked using Google Analytics and the System Usability Scale (SUS). Finally, six post-test explanatory qualitative interviews were conducted. Results: There were significant increases in HF knowledge following the intervention despite high baseline knowledge scores (p = 0.04). Post-intervention self-reported HF self-care behaviours were also significantly improved; maintenance (p = 0.005), management (p = 0.003) and confidence (p = 0.003). However, knowledge and self-care scores were not correlated. Patients scored the website as highly usable and described acceptance and varied support for distinct gamification techniques used on the website. Discussion: Although the sample may not have been representative, patients successfully engaged independently with the online self-care education. Explanatory patient interviews confirmed the theoretical explanation for self-care behaviour cha…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/80137
note: GAMIFICATION OF EHEALTH SELF-CARE EDUCATION IN A HEART FAILURE POPULATION by Alexandra Marie Lukey B.S.N. University of British Columbia Okanagan A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE IN NURSING in The College of Graduate Studies THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) October 2021 © Alexandra Marie Lukey ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, the thesis entitled: GAMIFICATION OF EHEALTH SELF-CARE EDUCATION IN A HEART FAILURE POPULATION submitted by Alexandra Marie Lukey in partial fulfillment of the requirements for the degree of Master of Science in Nursing Examining Committee: Dr. Kathy Rush, School of Nursing, University of British Columbia Okanagan Supervisor Dr. Martha Mackay, School of Nursing, University of British Columbia Supervisory Committee Member Dr. Mohammad Khalad Hasan, Computer Science, University of British Columbia Okanagan Supervisory Committee Member Dr. Susan Holtzman, Psychology, University of British Columbia Okanagan Additional Examiner iii Abstract Background: Heart failure (HF) is a condition that afflicts more than 26 million patients worldwide and is associated with high rates of morbidity, mortality, and hospital admissions. Education delivered online is an acceptable and scalable strategy to support patient self-care. Further, gamification, otherwise known as serious games, is gaining acceptance as a valid method of creating behaviour change in education and eHealth. The purpose of this study was to design, and pilot test the efficacy of utilizing a theory-informed, web-based, gamified, self-care education website for patients living with HF. Story-based scenarios and rewards were the gamification tactics chosen for the website. Research Design: This study was a three-part, mixed-methods study that included embedded exploratory and explanatory qualitative phases during the intervention de…
has type: Thesis/Dissertation
date issued: 2021-11
is shown at: 10.14288/1.0402926
language: eng
degree discipline: Nursing
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Rush, Kathy L.
type: Text
identifier URI: http://hdl.handle.net/2429/80137