Edutainment

Gaming as A Teaching Strategy for Nursing

Nursing 622 Brenda Pomerenke

The History of Games•Childhood games

•Serious games

•Games as a teaching strategy

What is gaming?

A learning format that involves competition, rules, collaboration of team members, and competition.

Objective #1

Students will achieve a higher score on a post test than what they scored on their pretest after using gaming as a learning strategy.

Rationale

Adult learners prefer active involvement and is the way that they learn best (Royce and Newton, 2007; LeCroy, 2006)

Students remember 10% of what is read, 20% of what is heard, 30% of what is demonstrated, and 90% when what is said and done is combined (Kennedy, 2006)

Objective #2

Students will self report that motivation was increased with the use of games to learn difficult concepts and reinforce what they have learned. Motivation will be measured by student evaluation at completion of course.

Rationale Games build on motivation and problem

based learning. Educational games are methods by which students can become directly involved in making decisions. Interactive games can be memorable and stimulate motivation. (Sward, et.al, 2008)

“Games keep students from getting bored, generate enthusiasm, and stimulate thought processes.” (Royse and Newton, 2007)

There are many types of learners!

Some learn best by watching, some by listening, and some by doing.

A variety of teaching techniques are needed to accommodate all the different learning styles. (Kennedy, 2006)

Advantages

Active participation Collaboration in groups Decreases stress Enhances motivation Fun and exciting Immediate feedback Increases retention Promotes teamwork

(LeCroy, 2006)

Disadvantages

Possible embarrassment Difficult to evaluate individuals Costs to develop or purchase Time consuming to prepare Fitting it into the time available

(LeCroy, 2006)

Implementation Issues Cost

many free templates and web-based games.

purchase games ranging from a few dollars to hundreds of dollars.

instructor time to create your own

Accessibility

access to a computer and internet connection

In class games can be online, board, or paper and pencil.

Student disability

IT support

How to assess quality

Questionnaire by students Pretests and posttests Debriefing

Clinical based research Puerperal women learn about

breastfeeding and newborn care through a board game. Correct answers increased from 17% to 78%. (Bochennek et al, 2007 referenced Fonseca et al. 2000, 2002)

A clinic developed a trivia game to teach peritoneal dialysis to its patients and their family members. Participants answered a survey about the teaching strategy. They concluded that this is an effective way to teach about this topic. (Kennedy, 2006)

Staff education A rural Midwest hospital implemented a

game based learning activity to address knowledge deficits in medication administration and high med error rate. After this fun intervention it was determined that this was a successful method to use for education and they did not receive one medication error report for the last half of the year. (Ward and Koerner, 2008)

Education

Ward et al (2008) reported on a study that compared web based gaming strategy with self study computerized flash card use. Results were similar, but students continued to play the game. This study adds to the literature that games can be an enjoyable and motivating teaching method.

Nursing education

A study was done be Cowan and Tesch (Royse and Newton, 2007) where the control groups was taught the content with traditional methods, the treatment group was taught the same way, but also played a game. Pretest scores did not differ between the two groups, but post test scores were 85% versus 94% correct for the treatment group.

Teaching ethics

Study focused on development of cultural awareness using games. They found that the participation helped them learn ways of relating to each other. (Graham and Richardson, 2008)

How to use gaming

Assess your needs Search for what is already available Determine if you have the proper

equipment Test the game before using it Have clear, easy rules Have fun

Educator’s aim is that his teaching results in learning!

References Bochennek, K., Wittekindt, B., Zimmermann, S.Y., Klingebiel, T. (2007). More than mere games: a

review of card and board games for medical education. Medical Teacher, 29, 941-948. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=109&hid=3&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

Bradshaw, M.J. & Lowenstein A. J. (2007). Innovative teaching strategies in nursing and related health professions (4th ed.).Sudbury, MA: Jones & Bartlett.

Graham, I. &Richardson, E. (2008). Experiential gaming to facilitate cultural awareness: its implication for developing emotional caring in nursing.Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=6&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

Kennedy, L. (2006). PD trivia: making learning fun. CANNT Journal, 16, 46-48. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=67&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

LeCroy, C. (2006). Games as an innovative teaching strategy for overactive bladder and bph.

Urologic Nursing,26, 381-384. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=63&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

Royse, M.A. & Newton, S.E. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives, 28, 263-267. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=71&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

References continued Skiba, D.J. (2008). Nursing education 2.0: games as pedagogical platforms. Nursing Education

Perspectives, 29, 174-175. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=8&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

Sward, K.A., Richardson, S., Kendrick, J., Maloney, C. (2008). Use of a web- based game to teach pediatric content to medical students. Ambulatory Pediatrics, 8, 354-359. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=22&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

Ulrich, D. & Glendon,K. (2005). Using games as a teaching strategy. Journal of Nursing Education, 44, 338-339. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=91&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

Ward, K.R. & Koerner, D.K. (2008). Sink or swim: the titanic mediation administration fair. The Journal of Continuing Education in Nursing, 39, 179-184. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=6&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111

White, G.B. & Davis, A.J. (1987). Teaching ethics using games. Journal of Advanced Nursing, 12, 621-624. Retrieved June 17, 2009 from http://web.ebscohost.com/ehost/pdf?vid=96&hid=106&sid=924d2a42-6a3f-4077-930e-5b99a1248bb4%40sessionmgr111