Jaana-Maija Koivisto1, Jari Multisilta2, Hannele Niemi3, Jouko Katajisto4, Elina Eriksson5. 1. Faculty of Behavioural Sciences, University of Helsinki, P.O. Box 9, FI-00014 Helsinki, Finland. Electronic address: jaana-maija.koivisto@helsinki.fi. 2. Tampere University of Technology, Pohjoisranta 11 A, FI-28100 Pori, Finland. 3. Faculty of Behavioural Sciences, University of Helsinki, P.O. Box 9, FI-00014 Helsinki, Finland. 4. Department of Mathematics and Statistics, University of Turku, 20014 Turku, Finland. 5. Department of Nursing Science, University of Turku, 20014 Turku, Finland.
Abstract
BACKGROUND: Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning. OBJECTIVES: To investigate nursing students' experiences of learning clinical reasoning process by playing a 3D simulation game. DESIGN: Cross-sectional descriptive study. SETTING: Thirteen gaming sessions at two universities of applied sciences in Finland. The prototype of the simulation game used in this study was single-player in format. The game mechanics were built around the clinical reasoning process. PARTICIPANTS: Nursing students from the surgical nursing course of autumn 2014 (N=166). METHODS: Data were collected by means of an online questionnaire. RESULTS: In terms of the clinical reasoning process, students learned how to take action and collect information but were less successful in learning to establish goals for patient care or to evaluate the effectiveness of interventions. Learning of the different phases of clinical reasoning process was strongly positively correlated. The students described that they learned mainly to apply theoretical knowledge while playing. The results show that those who played digital games daily or occasionally felt that they learned clinical reasoning by playing the game more than those who did not play at all. CONCLUSION: Nursing students' experiences of learning the clinical reasoning process by playing a 3D simulation game showed that such games can be used successfully for learning. To ensure that students follow a systematic approach, the game mechanics need to be built around the clinical reasoning process.
BACKGROUND: Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning. OBJECTIVES: To investigate nursing students' experiences of learning clinical reasoning process by playing a 3D simulation game. DESIGN: Cross-sectional descriptive study. SETTING: Thirteen gaming sessions at two universities of applied sciences in Finland. The prototype of the simulation game used in this study was single-player in format. The game mechanics were built around the clinical reasoning process. PARTICIPANTS: Nursing students from the surgical nursing course of autumn 2014 (N=166). METHODS: Data were collected by means of an online questionnaire. RESULTS: In terms of the clinical reasoning process, students learned how to take action and collect information but were less successful in learning to establish goals for patient care or to evaluate the effectiveness of interventions. Learning of the different phases of clinical reasoning process was strongly positively correlated. The students described that they learned mainly to apply theoretical knowledge while playing. The results show that those who played digital games daily or occasionally felt that they learned clinical reasoning by playing the game more than those who did not play at all. CONCLUSION: Nursing students' experiences of learning the clinical reasoning process by playing a 3D simulation game showed that such games can be used successfully for learning. To ensure that students follow a systematic approach, the game mechanics need to be built around the clinical reasoning process.
Authors: José Luis Gómez-Urquiza; César Hueso-Montoro; María Correa-Rodríguez; Nora Suleiman-Martos; María Begoña Martos-Cabrera; Juan Gómez-Salgado; Luis Albendín-García Journal: Medicine (Baltimore) Date: 2022-07-29 Impact factor: 1.817
Authors: Juan J López-Jiménez; José L Fernández-Alemán; José A García-Berná; Laura López González; Ofelia González Sequeros; Joaquín Nicolás Ros; Juan M Carrillo de Gea; Ali Idri; Ambrosio Toval Journal: Int J Environ Res Public Health Date: 2021-12-15 Impact factor: 3.390