The Effect of Board Game-Based Learning on Stroke Knowledge and Teamwork Among Nursing Students

Abstract

Active learning through a stroke board game represents an innovative educational approach designed to enhance nursing students’ knowledge and teamwork competence. A one-group pretest-posttest quasiexperimental design was employed to compare nursing students’ stroke knowledge before and after board game-based learning and to assess their teamwork competence following the intervention. Purposive sampling was utilized to select 84 third-year Bachelor of Nursing students from Boromarajonani College of Nursing, Nakhon Phanom, who were enrolled in Adult Nursing II during July-August 2025. The research instruments comprised three components: a stroke board game, a stroke knowledge assessment questionnaire (administered before and after the intervention), and a teamwork competence evaluation form. The instruments demonstrated content validity (IOC = 0.89) and reliability (KR-20 = 0.87), (Cronbach’s α = 0.91)
The findings revealed that students exhibited a statistically significant increase in stroke knowledge following board game-based learning (p < .01). Additionally, teamwork competence was rated at a very high level, particularly in communication and active listening domains.
In conclusion, board game-based learning enhances stroke knowledge and strengthens teamwork skills, particularly communication, active listening, and collaborative task analysis. These competencies align with the learning outcomes of the Bachelor of Nursing curriculum (revised in 2021) at Boromarajonani College of Nursing, Nakhon Phanom. Therefore, board games constitute a viable active learning strategy that develops essential competencies for contemporary nursing practice.