Gaming Instructions Method In Nursing What is Gaming in Nursing Education?
Gaming in nursing education refers to an instructional method in which learners participate in a competitive activity with predetermined rules. The primary goal is to help learners apply knowledge and practice skills in a structured yet engaging manner, allowing them to “win” by demonstrating understanding and mastery of the content (Allery, 2004). These games can range from simple to complex, depending on the desired outcomes and the level of cognitive engagement required. Complex games, in particular, challenge learners to use higher-order thinking and problem-solving skills (Jaffe, 2014).
Usefulness of Gaming in Nursing Education
The growing interest in gaming within higher education, especially in nursing, stems from the belief that many learners today are part of the “gamer generation.” This generation has been raised with video games, technology, and interactive media, which have shaped their learning preferences, social interactions, and general use of technology (Bekebrede, Warmelink, & Mayer, 2011). As a result, gaming aligns with their active, collaborative, and tech-savvy learning styles.
In nursing education, gaming can be used to meet various educational objectives, improving learners’ cognitive abilities, psychomotor skills, and affective behaviors through interactive learning. Additionally, gaming fosters social interaction and can help nurses connect theory with real-world practice without compromising patient safety (Henry, 1997; Royse & Newton, 2007). This method provides a dynamic and experiential approach to learning, stimulating enjoyment and active participation while enhancing skill acquisition and problem-solving abilities (Jaffe, 2014).
Research also indicates that gaming helps improve information retention and long-term recall (Allery, 2004; Beylefeld & Struwig, 2007; Blakely, Skirton, Cooper, Allum, & Nelmes, 2008). Through its interactive nature, gaming can motivate and engage learners, fostering a positive learning environment.
Gaming can be utilized at various points within a learning activity. It can be employed to conduct needs assessments, introduce topics, monitor learner progress, or summarize information. However, some games require prerequisite knowledge, necessitating prior instruction before the game can be effectively played (Henry, 1997; Royse & Newton, 2007).
For example, in a study by Rowell and Spielvogel (1996), an infection control game was used to determine whether knowledge deficits contributed to rising infection rates. Participants identified infection control violations in a mock isolation room, providing valuable insights that informed future educational efforts.
How to Design Gaming Instruction in Nursing Education
Designing a game for nursing education can involve either individual learners or groups of participants. Single-player games, like puzzles, help reinforce knowledge, while group games, like bingo or Jeopardy!, introduce an element of teamwork. When multiple players are involved, the educator serves as a facilitator, guiding the game by explaining objectives, setting rules, distributing materials, and assigning teams.
Once the game begins, the educator should minimize interruptions to maintain the game’s flow and pace (Joos, 1984). Upon completion, learners should be rewarded to recognize their achievements. While prizes do not have to be expensive, they serve as a way to publicly acknowledge learners’ success (Robinson, Lewis, & Robinson, 1990).
After the game, a debriefing session is essential. The educator and learners can discuss the learning outcomes, review key concepts, and provide feedback on the gaming experience. This reflection helps consolidate learning and can offer valuable insights for improving future game-based instruction.
Games can either be purchased or self-designed. Many popular commercial games, such as Jeopardy!, Bingo, and Trivial Pursuit, can be easily adapted to various nursing education topics. Additionally, educators can develop cost-effective games like crossword puzzles, word searches, and card games to reinforce learning objectives (Bender & Randall, 2006). It is crucial to test games before using them in the classroom to ensure they are effective and meet learning objectives.
Some examples of games used in nursing education include a word search puzzle related to foods that elevate serum potassium levels, designed for patients with end-stage renal disease (Robinson et al., 1990), and Emergency Pursuit, a game focused on emergency medical scenarios that nurses may encounter on a medical-surgical unit (Schmitz, MacLean, & Shidler, 1991). Bauman (2012) offers a comprehensive resource for educators interested in incorporating gaming into nursing education.
The digital revolution has also made computer-based games, or “edutainment” (educational entertainment), increasingly popular. These games often use competition and interaction to achieve educational goals and are particularly effective in teaching specific skills across cognitive, psychomotor, and affective domains (Begg, 2008).
For example, Lieberman (2001) described an interactive video game for children aged 8–16 with type 1 diabetes. After a six-month trial, participants reported a 77% drop in diabetes-related urgent care visits, highlighting the game’s role in improving self-care and communication with parents.
Guidelines for Designing Effective Games
When designing games for nursing education, educators should ensure that the games meet the learning objectives and enhance learners’ ability to apply the material. Lewis, Saydak, Mierzwa, and Robinson (1989) developed a game suitability checklist to determine whether a game effectively supports learning goals. Bruce Whitehall’s Game Evaluation Sheet is another useful tool for assessing the effectiveness of games in nursing education.
It is important that games, whether purchased or designed in-house, focus on helping learners achieve predetermined behavioral objectives. Gaming in healthcare education has shown potential in improving health outcomes, as seen in research where interactive games were used for smoking prevention, asthma management, and diabetes care in children and adolescents (Lieberman, 2001).
From an economic perspective, the cost of purchasing games or the time spent designing them should be considered. Additionally, some games require the educator’s presence as a facilitator each time they are played, which can be resource-intensive. However, the educational benefits often outweigh these costs, as gaming fosters learner engagement, knowledge retention, and skill development.
Conclusion
Gaming in nursing education is an effective instructional method that enhances learning across cognitive, psychomotor, and affective domains. By engaging learners through interactive and competitive activities, gaming promotes active participation, problem-solving, and long-term retention of information. Games can be designed for individual or group play and can be used at various points in the learning process, from assessing needs to summarizing information.
The design of gaming in nursing education must focus on achieving learning objectives while keeping learners engaged and motivated. Prizes, debriefing sessions, and thoughtful game design contribute to the success of gaming as an educational tool. While economic considerations exist, the benefits of gaming in improving learner outcomes and fostering a positive learning environment make it a valuable addition to nursing education.