Stacey Brull1, Susan Finlayson, Teresa Kostelec, Ryan MacDonald, Dina Krenzischeck. 1. Author Affiliations: Sr Director of Research, Education and Informatics and Magnet Program Director (Dr Brull), Sr Vice-President of Operations (Dr Finlayson), Clinical Nurse Educator (Ms Kostelec), BioStatistician (Dr MacDonald), and Director of Professional Practice (Dr Krenzischeck), Patient Care Services, Mercy Medical Center, Baltimore, Maryland.
Abstract
BACKGROUND: Nursing administrators must provide cost-effective and efficient ways of orientation training. Traditional methods including classroom lecture can be costly with low retention of the information. Gamification engages the user, provides a level of enjoyment, and uses critical thinking skills. PURPOSE: The aim of this study is to explore the effectiveness, during orientation, of 3 different teaching methods: didactic, online modules, and gamification. Specifically, is there a difference in nurses' clinical knowledge postorientation using these learning approaches? METHODS: A quasi-experimental study design with a 115-person convenience sample split nurses into 3 groups for evaluation of clinical knowledge before and after orientation. RESULTS: The gamification orientation group had the highest mean scores postorientation compared with the didactic and online module groups. CONCLUSIONS: Findings demonstrate gamification as an effective way to teach when compared with more traditional methods. Staff enjoy this type of learning and retained more knowledge when using gaming elements.
BACKGROUND: Nursing administrators must provide cost-effective and efficient ways of orientation training. Traditional methods including classroom lecture can be costly with low retention of the information. Gamification engages the user, provides a level of enjoyment, and uses critical thinking skills. PURPOSE: The aim of this study is to explore the effectiveness, during orientation, of 3 different teaching methods: didactic, online modules, and gamification. Specifically, is there a difference in nurses' clinical knowledge postorientation using these learning approaches? METHODS: A quasi-experimental study design with a 115-person convenience sample split nurses into 3 groups for evaluation of clinical knowledge before and after orientation. RESULTS: The gamification orientation group had the highest mean scores postorientation compared with the didactic and online module groups. CONCLUSIONS: Findings demonstrate gamification as an effective way to teach when compared with more traditional methods. Staff enjoy this type of learning and retained more knowledge when using gaming elements.
Authors: Guadalupe Molina-Torres; Miguel Rodriguez-Arrastia; Raquel Alarcón; Nuria Sánchez-Labraca; María Sánchez-Joya; Pablo Roman; Mar Requena Journal: JMIR Serious Games Date: 2021-03-24 Impact factor: 4.143
Authors: Witold Orlik; Giuseppe Aleo; Thomas Kearns; Jonathan Briody; Jane Wray; Paul Mahon; Mario Gazić; Normela Radoš; Cristina García Vivar; Manuel Lillo Crespo; Catherine Fitzgerald Journal: Med Educ Date: 2022-04-29 Impact factor: 7.647