Gamification and Microlearning for Engagement With Quality Improvement (GAMEQI): A Bundled Digital Intervention for the Prevention of Central Line–Associated Bloodstream Infection

Abstract

Central line-associated bloodstream infections (CLABSIs) cause major patient harm, preventable through attention to line care best practice standards. The objective was to determine if a digital self-assessment application (CLABSI App), bundling line care best practices with social gamification and in-context microlearning, could engage nurses in CLABSI prevention. Nurses caring for children with indwelling central venous catheters in 3 high-risk units were eligible to participate. All other units served as controls. The intervention was a 12-month nonrandomized quality improvement study of CLABSI App implementation with interunit competitions. Compared to the preceding year, the intervention group (9886 line days) CLABSI rate decreased by 48% ( P = .03). Controls (7879 line days) did not change significantly. In all, 105 unique intervention group nurses completed 673 self-assessments. Competitions were associated with increased engagement as measured by self-assessments and unique participants. This model could be extended to other health care-associated infections, and more broadly to process improvement within and across health care systems.

Gratitude and Recognition in a Hospital Setting: Addressing Provider Well-Being and Patient Outcomes

“…Since implementation of the recognition app, gamified quality improvement training has been deployed on the same platform to provide “just-in-time” support to staff and improve patient safety. 5 Mindfulness (attending to one’s experience nonjudgmentally to improve well-being) reduces burnout. 6 Gratitude and mindfulness training, including author-guided meditation videos, have been added to allow staff on-demand access to well-being resources.…”

Gamification for Education: Review of Current Publications

“…Since 2012, 36% of the published articles were theoretical, trying to understand and explain this new phenomenon, as well as reviewing other articles Huizenga et al (2017), Karagiorgas and Niemann (2017), Kim and Lee (2015), Monterrat, Lavoué, & George, 2017, Barwick, Watkins, Kirk, & Law, (2016), Landers (2014, Landers and Armstrong (2017), Aslan & Balci, (2015), Doherty et al (2017), etc. Science Tinati, Luczak-Roesch, Simperl, and Hall (2017), Tsai (2018) Medicine and health care Giuntia et al (2018), Miller et al (2016, Willoughby and Smith (2016), Orwoll and Diane (2017), etc. Business Surendro and Raflesia (2016), Veltsos (2017), Korn and Schmidt (2015), Dale (2014), Klabber ( 2018 Willoughby andSmith (2016), De-Marcos, García-López, andGarcía-Cabot (2017), etc.…”

“…(1) a study of the gaming features that can be adapted to learning environments and the player model that could be used for the adaptation process (Monterrat, Lavoué, & George, 2017); (2) a study, based on a theoretical framework, of a gamified training module with game fiction designed in order to improve outcomes over the original training (Landers & Armstrong, 2017); (3) a study to develop a game-based learning judgement system of online educational environments (Jo, Yu, Koh, & Lim, 2017); ( 4) a research about the application of gamification within the learning process of children with dyslexia (Vasalou, Khaled, Holmes, & Gooch, 2017); ( 5) an article about social gamification and microlearning for the engagement of nurses (Orwoll & Diane, 2017); ( 6) an article about the use of game design elements to increase student engagement, motivation and autonomy in a business communication course (Veltsos, 2017); (7) a research aiming to examine the ability of gamified modules in a statistics course to have positive impacts on both learning and attitudes towards statistics (Smith, 2017); (8) a research trying to prove that a learning environment created with meaningful gamification elements can improve student perceptions of learning (Stansburty & Earnest, 2017); and (9) a study about teachers' perceptions of the usefulness of application of digital games in education (Huizenga et al, 2017).…”

The efficacy of microlearning in improving self-care capability: a systematic review of the literature

“…Diverse microlearning modalities used both in class and as homework to stimulate students' learning enthusiasm include short video, audio and micro-assessment tools (35)(36)(37)(38). Microlearning is being used in the training of healthcare workers to realise professional competencies and patient-care standards (41,42). Medical students have reported being satisfied with this learning technique, describing that it improved teaching efficacy and understanding of learning content (30,39,40).…”

“…Most initiatives are concerned with improving pervasively low health literacy levels in the general population, whilst other initiatives aim to achieve a significant long-lasting positive effect on patients' health-seeking lifestyle choices and self-care behaviours (45)(46)(47)(48)(49). Microlearning-based campaigns on social media have been used to drive up health literacy levels (5, 19,45,50), whereas other applications promote healthy lifestyle by employing more interactive methods including gamification to gradually build up user interest, health literacy levels and self-care capabilities (42,48).…”