The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

Abstract

Background: Delirium is a neuropsychiatric syndrome that affects patients' attention and awareness as a result of a physical condition. In recent years, persistent gaps in delirium education have led to suboptimal delirium care. Still, little is known about what are the most important aspects of effective delirium education. Serious games are both entertainment and an interactive, safe learning environment where players can experiment and create new knowledge. They have the potential to contribute to improved delirium education. We used a video-based serious games' narrative to explore aspects essential to enhance students' attitudes and learning experiences regarding delirium. Methods: We created a semi-structured interview guide and interviewed seven nursing and nine medical students about their attitudes and learning experiences, after they had played the game. A qualitative descriptive design and inductive content analysis with constant comparison were used. Results: The patient's and nurse's perspective, interactivity to experiment, realistic views on care options, and feedback on care actions were important for enhancing students' attitudes and learning experiences regarding delirium. Students felt these aspects encouraged them to get actively involved in and experiment with the study material, which in turn led to enhanced reflection on delirium care and education. Our findings highlight the importance of a more patient-oriented focus to delirium education to drive attitudinal change. Students' learning experiences were further enhanced through their affective responses provoked by the perspectives, interactivity, realism, and feedback.

Exploring facilitation in virtual simulation in nursing education: A scoping review

“…Eighth studies were randomized controlled trials, 13 were non-randomized studies, 10 used mixed methods, and 10 were qualitative studies. Of the qualitative studies, two employed individual interviews [ 23 , 24 ], three focus group interviews [ [25] , [26] , [27] ], three combined focus groups and individual interviews [ [28] , [29] , [30] ], one analyzed audio-recordings [ 31 ], and one employed stimulated recall interviews [ 32 ]. Of the quantitative and mixed method studies, 11 used self-report questionnaires, 8 had objective measures, such as observation or skills test, and 12 had a combination of both.…”

“…Most of the qualitative studies interviewed nursing students, but some interviewed students and faculty [ 24 , 26 , 28 , 29 ] and some included other healthcare students [ 23 , 26 ]. The main themes from these studies were: perspective of the characters, interactivity to the experiment, realism, and feedback [ 23 ]; what the students learn, how the students learn, and the simulator's contribution to students` learning [ 32 ]; personal engagement, contextual and environmental factors, a safe and structured learning environment, and organizational and technical factors [ 25 ]; audiovisual authenticity, the authenticity of scenarios, and interactivity [ 31 ]; the “wow” experience, authentic experience on collaborative care, ease of learning, and preeminent role of the facilitator [ 26 ]; how the virtual patients enabled learning of non-technical skills, learning surrounding the virtual patient encounter, changing the way students perceive practice, and potential limitations to learning [ 30 ]; learning, clinical practice, functionality, fidelity and pedagogy [ 24 ]; attitudes toward virtual patient training, virtual patient's role in student development, lack of realism, and enhanced features and implementation suggestions [ 29 ]; engagement, immersion, confidence, knowledge, and challenges [ 28 ]; developing process, promoting safe debriefing spaces, fortifying knowledge, and engaging in reflection [ 27 ].…”

Concepção de um jogo de tabuleiro como uma estratégia de educação na formação acadêmica dos estudantes de Ensino Superior

“…Os jogos de tabuleiro, segundo Van Scoy (2020), são uma ferramenta de baixo custo que podem ser utilizadas com o intuito de melhorar a retenção do conhecimento entre profissionais de diversas áreas. Além disso, de acordo com Landur A.…”

“…O jogo tem a vantagem de não requerer o uso de dispositivos móveis ou internet; ele emprega material impresso barato e altamente durável (dependendo do material usado para impressão) e pode, portanto, ser usado em várias classes diferentes Pisano T. J. (2020) The Este jogo, portanto, pode ser usado como uma ferramenta de mudança comportamental para aumentar o impacto do MDA para o controle de infecções de STH em ambientes endêmicos, principalmente se os objetivos de eliminar os STH como um problema de saúde pública devem ser alcançados.…”

Serious “human papillomavirus vaccine” game for Malaysian adolescents: development and preliminary study

“…The "HPV Vaccine" game is equipped with a scoring system that quantifies the achievement of players and at the same time enables grading of the knowledge shared by the game system to the players. Spanjers et al, also highlight a similar point where learning experiences through the serious game were further enhanced through their affective responses provoked by the perspectives, interactivity, realism, and feedback by the players [28].…”