Gaming is an instructional strategy, that can involve a patient in a teaching and learning process. The goal for the learner is to acquire new knowledge and reinforce prior knowledge. They can be designed to facilitate critical thinking skills, and enhance cognitive thinking.

(Fitzgerald, 2008)

Instructional method › Requires learner

to actively participate to apply knowledge to use higher problem solving and critical

thinking strategies.

(Royse & Newton, 2007)

Puzzles: challenge participants to learn and review contents as teams or individuals

Simulation: develops psychomotor and cognitive skills.

Board Games: masters concepts, principle skills and problem solving strategies.

(Henderson,

2005)

Cognitive Learning Theory:› By utilizing the cognitive learning theory

the goal is to: change behavior work with developmental stage change cognition and ways of processing

information.

(Braungart & Braungart, 2008)

Behavioral Learning Theory› Positive reinforcement

immediate feedback adds to enthusiasm and motivation reward the learner

(Braungart & Braungart, 2008)

Pretest to determine any knowledge deficit

Post test to assess learner’s acquired knowledge

Promotes active learning

Encourages critical thinking

Replication of real life situations (Royse & Newton, 2007)

Hospitals:› Patient’s rooms› Staff meetings

Nursing Schools Seminars/ Conventions Continuing Education

(Jaffe, 2007)

One study indicated that games have properties for learning. They have the ability to focus attention, require action rather than merely passive observation, improve socialization skills, and can provide strong motivational commitment.

(Graham & Richardson, 2008)

Can reduce stress and anxiety Involves the learner and

everyone in class Promotes teamwork and

collaboration (Henderson, 2005)

Adds entertainment value to learning Creates a conductive atmosphere for

increasing learning and retention Increases student motivation Connects theory to experience for

nurses without any risk to patient safety.

(Henderson, 2005)

Interferes with evaluation of learning

Increases competition, which can threaten learner

Increase cost to develop or buy necessary supplies

(Henderson, 2005)

Creates stress and embarrassment

Increases difficulty in evaluation of individual learning when team plays

Requires special preparation and setup that can be time consuming

(Henderson, 2005)

Adapt to:› game to learners cognitive level› to learners developmental level› to the size of group involved

Single –vs-groups

› to psychomotor skills

Assess the value of games by evaluating:

Validity› Meets the goal of the instructional strategy

Reliability› Produces consistent and predictable

outcomes Utility

› Instructional strategy should be cost effectively

Games are not end points, but are tools for learning. Gaming adds a spark to educational process by decreasing boredom and generating enthusiasm

Braungart, M. M. & Braungart. R. G. (2008). Applying learning theories to the healthcare practice. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.) (pp. 51-89). Sudbury, MA; Jones and Bartlett Publishers.

Fitzgerald, K. (2008). Instructional methods and settings. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nurse practice (3rd ed.) (pp. 429-447). Sudbury, MA: Jones and Bartlett Publishers.

Graham, I. & Richardson, E. (2008). Experiential gaming to facilitate cultural awareness: Its implication for developing emotional caring in nursing. Learning in Health and Social Care. 7(1). 37-45

Henderson, D. (2005). Games: Making Learning Fun. Annual Review of Nursing Education. 3 165-183.

Jaffe, L. (2007). Games amplify motivation in education. In M.J. Bradshaw & A. J. Lowenstein (Ed.), Innovative teaching strategies in nursing and related health professions (4th ed.) (161-171). Sudbury, MA: Jones and Bartlett Publishers.

Royse, M. & Newton, S. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives. 28(5). 263-267