BackgroundExperiential education, particularly through game‐based approaches, has gained recognition for effectively addressing the myriad challenges faced by expectant parents.AimTo consolidate and synthesize the available evidence regarding expectant parents' experiences of game‐based perinatal education.DesignA mixed studies review.Data SourcesSix electronic databases were searched from their inception until March 2024: PubMed, Embase, CINAHL, Web of Science, Scopus, ProQuest Dissertations and Theses Global.MethodsThis review observed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines and was guided by Pluye and Hong's (2014) framework for mixed studies review. Quality appraisal of included studies was conducted using the Mixed Methods Appraisal Tool. A convergent qualitative synthesis design for mixed studies review was adopted to analyse all findings and thematic analysis was conducted.FindingsThree themes and 10 subthemes were generated from the eight included studies. The main themes were: (1) Exploring novel frontiers to deliver perinatal education, (2) Empowerment through play: Unveiling key insights and (3) Insights and recommendations.ConclusionThe findings suggest that game‐based education holds promise as a valuable tool for equipping expectant parents with the necessary knowledge and skills in an engaging and immersive manner to navigate the challenging perinatal period.Implications for the Profession and/or Patient CareThe findings suggest that game‐based education holds promise as a valuable tool for equipping expectant parents with the necessary knowledge and skills to navigate the challenging perinatal period. Nurses should consider incorporating or developing a game‐based curriculum to supplement current educational classes to encourage parental participation and enhance learning for perinatal education.Reporting MethodThis study adhered to the PRISMA reporting guidelines.Patient or Public ContributionNo Patient or Public Contribution.Trial and Protocol RegistrationA protocol was submitted to PROSPERO (CRD42023447527).

中文翻译：

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围产期父母对基于游戏的教育的看法：一项混合研究综述


背景体验式教育，特别是通过基于游戏的方法，因有效解决准父母面临的无数挑战而获得认可。目的是巩固和综合有关准父母基于游戏的围产期教育经历的现有证据。设计混合研究综述。数据源6检索了从成立到 2024 年 3 月的电子数据库：PubMed、Embase、CINAHL、Web of Science、Scopus、ProQuest Dissertations 和Theses Global。方法本综述遵循系统评价和荟萃分析的首选报告项目 (PRISMA) 指南并受到指导由 Pluye 和 Hong（2014）的混合研究框架审查。使用混合方法评估工具对纳入的研究进行质量评估。采用混合研究审查的收敛定性综合设计来分析所有研究结果，并进行主题分析。研究结果从八项纳入的研究中产生了三个主题和 10 个子主题。主要主题是：（1）探索提供围产期教育的新领域，（2）通过游戏赋权：揭示关键见解以及（3）见解和建议。结论研究结果表明，基于游戏的教育有望成为装备婴儿的宝贵工具。以一种引人入胜和身临其境的方式让准父母掌握必要的知识和技能，以应对充满挑战的围产期。对职业和/或患者护理的影响研究结果表明，基于游戏的教育有望成为为准父母提供必要知识和技能的宝贵工具。应对充满挑战的围产期的知识和技能。 护士应考虑纳入或开发基于游戏的课程来补充当前的教育课程，以鼓励家长参与并加强围产期教育的学习。报告方法本研究遵循 PRISMA 报告指南。患者或公众贡献没有患者或公众贡献。试验和方案注册A方案已提交给 PROSPERO (CRD42023447527)。