J-M Koivisto1, E Haavisto2, H Niemi3, P Haho4, S Nylund4, J Multisilta5. 1. Faculty of Behavioural Sciences, University of Helsinki, P.O. Box 9, FI-00014 Helsinki, Finland; Helsinki Metropolia University of Applied Sciences, PL 4000 00079 Metropolia Helsinki, Finland. Electronic address: jaana-maija.koivisto@helsinki.fi. 2. Hospital District of Satakunta, University of Turku, 20014 Turku, Finland. 3. Faculty of Behavioural Sciences, University of Helsinki, P.O. Box 9, FI-00014 Helsinki, Finland. 4. Helsinki Metropolia University of Applied Sciences, PL 4000 00079 Metropolia Helsinki, Finland. 5. Tampere University of Technology, Pohjoisranta 11 A, FI-28100 Pori, Finland.
Abstract
BACKGROUND: Nurses sometimes lack the competence needed for recognising deterioration in patient conditions and this is often due to poor clinical reasoning. There is a need to develop new possibilities for learning this crucial competence area. In addition, educators need to be future oriented; they need to be able to design and adopt new pedagogical innovations. The purpose of the study is to describe the development process and to generate principles for the design of nursing simulation games. METHOD: A design-based research methodology is applied in this study. Iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, educators, students, and game designers. RESULTS: The study facilitated the generation of reusable design principles for simulation games to guide future designers when designing and developing simulation games for learning clinical reasoning. CONCLUSION: This study makes a major contribution to research on simulation game development in the field of nursing education. The results of this study provide important insights into the significance of involving nurse educators in the design and development process of educational simulation games for the purpose of nursing education.
BACKGROUND: Nurses sometimes lack the competence needed for recognising deterioration in patient conditions and this is often due to poor clinical reasoning. There is a need to develop new possibilities for learning this crucial competence area. In addition, educators need to be future oriented; they need to be able to design and adopt new pedagogical innovations. The purpose of the study is to describe the development process and to generate principles for the design of nursing simulation games. METHOD: A design-based research methodology is applied in this study. Iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, educators, students, and game designers. RESULTS: The study facilitated the generation of reusable design principles for simulation games to guide future designers when designing and developing simulation games for learning clinical reasoning. CONCLUSION: This study makes a major contribution to research on simulation game development in the field of nursing education. The results of this study provide important insights into the significance of involving nurse educators in the design and development process of educational simulation games for the purpose of nursing education.
Authors: Hege Vistven Stenseth; Simen Alexander Steindal; Marianne Trygg Solberg; Mia Alexandra Ølnes; Andrea Mohallem; Anne Lene Sørensen; Camilla Strandell-Laine; Camilla Olaussen; Caroline Farsjø Aure; Fernando Riegel; Ingunn Pedersen; Jaroslav Zlamal; Jussara Gue Martini; Paula Bresolin; Silje Christin Wang Linnerud; Andréa Aparecida Gonçalves Nes Journal: JMIR Res Protoc Date: 2022-04-04