Game-based learning in undergraduate nursing education: A systematic review of mixed-method studies

Özdemir, Emine Kuruca; Dinç, Leyla

doi:10.1016/j.nepr.2022.103375

Cited by 27 publications

(23 citation statements)

References 58 publications

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“…8,9 Well-designed SG can support learning that is situational, problem-based and provides context for collaborative, interactive decision-making. 7,8 The principles of SG align well with the core competencies of IPE, specifically IP communication and teams/teamwork. In addition, SG can be an opportunity for early learners to socialize and introduce foundational principles of IP collaborative practice.…”

Section: Nurse Educatormentioning

confidence: 81%

“…Serious games (SG) or educational games are tools that use game principles for instructional purposes. 7 These game principles facilitate students' learning through integration of information in competitive, active environments that reinforce critical thinking, problem-solving, collaboration, communication, and motivation. 8,9 Well-designed SG can support learning that is situational, problem-based and provides context for collaborative, interactive decision-making.…”

Section: Nurse Educatormentioning

confidence: 99%

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Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs

Fusco

Foltz-Ramos²,

Ohtake³

et al. 2022

Nurse Educ

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Background: Interprofessional (IP) socialization is important to develop early in the training of health professions students. Purpose: This study compared changes in health professions students' IP socialization and readiness to function in IP teams and sought to understand students' participation experiences using a simulation learning game (Friday Night at the ER [FNER]). Methods: The single-center study targeted students in 13 health professions programs using a mixed-methods design. Student teams engaged in open discussion, played the game, and participated in team debriefing. Results: IP socialization increased from fairly great to great extent among all students. Qualitative analyses revealed 3 overarching themes supporting the development of IP communication and systems-based thinking. Program evaluation data revealed that students highly valued this experience as being effective and important to their professional development. Conclusions: An IP experience consisting of FNER gameplay and structured debriefing can improve IP socialization and lay the foundation for the development of IP skills among early health professions students.

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Section: Nurse Educatormentioning

confidence: 81%

Section: Nurse Educatormentioning

confidence: 99%

Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs

Fusco

Foltz-Ramos²,

Ohtake³

et al. 2022

Nurse Educ

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show abstract

“…In a systematic review by Ozdemir et al (2022), the results of the review of 46 articles showed that gamebased learning is used for many different subjects in nursing education. Simulation games are the most widely used type of game, and game-based learning facilitates the achievement of learning outcomes mainly in the cognitive domain (including knowledge, understanding, application, analysis, synthesis, and evaluation).…”

Section: Discussionmentioning

confidence: 99%

“…In the end, the researchers concluded that game-based learning is a helpful method to achieve learning results, mainly in the cognitive domain, with some positive and negative aspects. Further research should investigate the effects of games on emotional and behavioural learning outcomes and the use of games to evaluate learning outcomes [70].…”

Section: Discussionmentioning

confidence: 99%

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

et al. 2023

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Introduction Since learning with high educational quality requires an advanced intervention. This study seeks to answer how many puzzles game-based training can improve knowledge and cognitive function of surgical technology students in CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation. Materials and methods This study was carried out as a quasi-experimental single-group pre-test-post-test, during which, after designing a puzzle game including various stages of surgery (from the preparation of the patient for surgical sutures and the necessary equipment to perform each stage), 18 people from third-year surgical technology students who met the inclusion criteria were entered in the study by convenience sampling method and based on the sample size determined using a similar study and they participated in the test of knowledge and cognitive function, that the validity and reliability were measured, before the intervention and 14 days after the intervention (using a puzzle game). Data were analyzed using descriptive and Wilcoxon statistical tests. Results After the withdrawal of 2 people, 15 person (93.80 per cent) of the students were female, the average age of students was 21.87 ± 0.71 years, and 50% (8 people) of them were 22 years old. Also, the average score of the end-of-semester exam of the heart surgery technology course was 15.19 ± 2.30 (the lowest score was 11.25, and the highest score was 18.63), and the score of 43.80% (7 people) of them were in the range of 15.01–17.70, and their average of grade point average was 17.31 ± 1.10 (the lowest grade point average is 15 and the highest grade point average is 19.36) and grade point average 75% (11 people) of students were 16–18. The average scores of knowledge(5.75 ± 1.65 vs. 2.68 ± 0.79) and cognitive performance(6.31 ± 2.57 vs. 2.00 ± 1.09) of students in the post-intervention phase were significantly higher than the pre-intervention phase (P < 0.0001). Conclusion The results of the present study showed that the use of puzzle games in CABG surgery training led to a significant improvement in the knowledge and cognitive performance of surgical technology students regarding the stages of CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation.

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“…Among these novel and appealing methods, game-based learning (GBL) is fast developing as an interesting and innovative teaching approach in the field of education currently (1). Over the recent years, mounting evidence suggests that GBL can improve engagement and stimulate the motivation of students to learn, as well as promote teaching outcomes (2)(3)(4)(5)(6)(7)(8).…”

Section: Introductionmentioning

confidence: 99%

Game-based learning in medical education

Luo

Xia

et al. 2023

Front. Public Health

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At present, medical education is rapidly evolving. Game-based learning (GBL) has been gradually used for education, and several innovations have emerged. The emergence of serious games and gamification provides alternative approaches for educators to improve the medical teaching process. Both serious games and gamification exert their education-promoting function by providing the possibility of combining learning activities such as feedback, testing, and spaced repetition with active participation and autonomy as well as positive experiences for students. Developing effective GBL modalities has the potential to bring immersive experiences for medical students and improve their study outcomes. Herein, we reviewed recent studies employing GBL in medical education, including serious games and gamification teaching. Furthermore, we also discussed the effectiveness and limitations of GBL to suggest future directions for the development and application of GBL in medical education.

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Game-based learning in undergraduate nursing education: A systematic review of mixed-method studies

Cited by 27 publications

References 58 publications

Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs

Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

Game-based learning in medical education

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