The Role Playing Game (RPG) as a pedagogical strategy in the training of the nurse: an experience report on the creation of a game

Abstract

This is an experience report on the creation of a Role Playing Game used as a pedagogical strategy for promoting the development of autonomy and critical-reflexive thinking among undergraduate students of Nursing during their training. The game's creation took place in the School of Nursing of the Federal University of Minas Gerais, between November 2011 - March 2012, involving four stages: definition of the game design; creation of the game's prototype; and evaluation of the game's dynamic by players of Role Playing Games; and preparation of the 'masters'. The game was created with the aim of providing the students of the Nursing Course with metaphorical experience of problem-situations corresponding to the main scenarios of professional activity. It is believed that the game prepared constitutes a pedagogical strategy in which the students engage and become involved in their process of thinking, of elaborating new meanings, of knowing and of acting.

Teaching of Therapeutic Play at the Undergraduate Level in Nursing: Didactic Actions and Strategies Used by Professors

“…These findings agree with what is being applauded in the literature, regarding the need to incorporate strategies which activate the students into the teaching process, involving them in the process of thinking, elaborating new meanings, learning and acting. [20][21] Meta-analysis undertaken with the aim of assessing the effectiveness of teaching strategies for developing critical thinking in undergraduate nursing students has revealed that problem-based learning (PBL) is one of the effective methods in increasing scores for critical thinking, confirming the hypothesis that active teaching strategies are more effective. 22 The use of these methodologies has the potential to develop autonomy and critical thinking in the student, and to wake her up to the fact that learning becomes significant to the student, emphasizing: case studies, videos, dramatizations, group discussions, integrated panels, Role-playing Game (RPG), teamwork, online programs, pedagogical workshops, participation and extension projects and the use of the laboratory.…”

Recriar-Se Lúdico No Desenvolvimento De Jogos Na Saúde: Referências Teórico-Metodológicas À Produção De Subjetividades Críticas

“…On this issue, one can observe the significant participation from studies, movements and didactic initiatives originating from undergraduate courses in nursing. [9][10] In the light of the theoretical-conceptual limitation adopted in producing games in distinct scenarios of learning in health and nursing, which hinders investigations and discursive practices of resistance to the hegemonic positivism of the biomedical model, this article's research question is as follows: why, and how, should one adopt theoretical-methodological frameworks in developing games for health which produce critical subjectivities in the players? We start from the premise that the theoretical-methodological framework of Ludic Reinvention in the development of games for health, in prioritizing the agonist character of play in the production of multiple, relational, de-centered, critical and interpretive subjectivities in the players, supports movements of criticism and resistance to the positivist scientific discourses, broadening the possibilities for the intended changes.…”

Mapping Role-Playing Games in Ibero-America: An Educational Review

“…Some possibilities of RPGs in education are:  Promotion of reading and literature [37]. Nowadays, some researchers and teachers around the world have shown deep interest in RPGs as an educational tool [17,18,[27][28][29][30][31][32][33][34][35][36].…”