Beyond Traditional Educational Techniques:Building a Geriatric Jeopardy Challenger Game

Authors: Marilyn Lopez, MA, RN, GNP-BC. marilyn.lopez@nyumc.orgPhyllis Roach Sutton, MA, APRN, ACHPN; Michael Perskin, MD

Jean M. Ake, MA,RN, NEA-BC; Joao Tavares, MA, RN, PhD(c) from University of Porto and Aveiro (Portugal);Manuel Horvitz, B.S, M.S, Pharm. D.; Roseann Pokoluk, MA, RN-BC, CNRN, LMT

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Foundation and Designof Geriatric Jeopardy Challenger Game

The use of Jeopardy games in learning new information hasbeen demonstrated in different educational arenas and hasshown to be an effective tool to stimulate interest and enhancelearning among students. A Jeopardy game template developedby Dr. Pettis from the University of South Carolina has beenused to incorporate geriatric best practices.

NYULMC Geriatric Jeopardy Challenge Game (GJCG) wascreated using 125 Questions highlighting geriatric care conceptsbased on lectures. In designing GJCG structure we embeddedNICHE and AgeWise concepts sensitive to the unique needs ofseniors.

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©M. Lopez, MA, APRN, GNP-BC 7/2011

HOW TO PLAY THE CHALLENGER LEVELS

ExpertBeginner Competent ProficientNovice

Pick a question out of five categoriesQuestions are assigned points from $100 to $500 in intervals of

a hundredQuestions get more challenging as you move from $100 to $500

pointsQuestions are clues in a form of a statementAnswers are in a form of a question

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There are five levels of GJCGs : Novice to ExpertGJCGs are designed at different levels of senior care

GJCG SAMPLE

This type of cognitive impairment is not a part of normal aging.

ANSWER: What is...

Golden rule for clinicians in medication management in seniors.

ANSWER: What is…

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Is GJCG Fair and Respective of Game Rules?

Theoretical Framework: Patricia Benner’s (2001) concept from novice to expertnurse was utilized in identifying different levels of clinical experiences.

Different groups of clinicians and care providers were used to validate the GJCG.

Questions in specific categories were validated:Physiological Changes (13RNs; 4MDs; 2NPs; 1CNS; 2 Pharm.Ds)Pharmacology (13RNs; 4MDs; 2NPs; 1CNS; 2 Pharm.Ds)Functional Assessment tools (13RNs; 4MDs; 2NPs; 1CNS)GeroPalliative Care, psychosocial; aging statistics and end stage disease(13RNs; 4MDs; 1 Palliative NP; 1 APN; 1 CNS; 2 Pharm. Ds; 1 LCSW; 7 PCTs;2 family members)

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FAIR GAME

Validation levels1

Physiological Changes

PharmacologyFunctional

Assessment Tools

GeroPalliative Care

Psychosocial/ Aging Statistics

Questions revised

Beginner D1; D1C2 3

Competent C2 1

Proficient B2 E1; E1 B2 4

B1 B1 2

ExpertC2

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Total 11

Validation levels

AgingTools and

Safety Communication End Stage Disease

Famous Seniors Questions

revised

Novice 1 (Pt/Family) H1; C1 2

Novice 2(Ancillary

staff)

Total 2

Validating Groups

A. All validating clinical groups belowB. Physicians

(Geriatricians; Geriatric Fellow; Residents)

C. Nurse Practitioners/ Geriatric Nurse Specialist/PhD.

D. Junior and Senior Nurses Nurse Managers

E. Pharmacists

F. Social workersG. Patient Care Technicians

H. Family members

Tool Key

1. Question content/format changes

2. Category alignment with selected question

changes

1. No GJCG experience level changes

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End Point 1 of Phase I GJCG

I- GJCG has created a competitive and interactive forum for collegial exchange ofexperiences and practices. A consistent validation process sensitive to different levels ofcare delivery will enhance learning and training in senior care.

II- Group validation

1. 125/125 (100%) questions were validated for all (novice to expert) experience levels.2. 13/125 (90%) questions changed based on category alignment or content.

Revised questions included:physiological changes (3), pharmacology (3), functional assessment tools (2),geropalliative (3) and end stage disease (2).

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End Point 2 and GJCGPre-building blocks for Phase II

After the validation process the groups were able to retain over 90% of information presented immediately after lecture.GJCG has provided an additional teaching modality for senior care.

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End Point 3 CaregiversGJCG Experience with Novice Level

GJCG with caregivers

N=22

Geriatric Pedagogical

Game Technique (17)

Learning/Education fun(8)

Learning/Education (9)

Game design (5)

ex: music, simple to follow, excellent game

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Patient & Family Education Week GJCG was introduced. After playingGJCG participants freely answered two questions. We obtained 22answers. An exploratory qualitative analysis was conducted and twocategories emerge:1) Geriatric Pedagogical - participants expressed how GJCG was

supportive to Learning/Education (17) and 8/17 participantsexpressed this process was fun.

2) Game Design - 5 participants expressed they enjoyed design ofGJCG.

Upcoming Phase II GJCGOutcomes Evaluation

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Physiological Changes

PharmacologyFunctional

AssessmentTools

GeroPalliative CarePsychosocial & Aging

Statistics

Beginner Level11

Content Validity Clinicians:Bilal Ahmad, MD; Jaimie Bell, NP; Alicia DeCiccio, RN; Stacey Greenberg, LCSW; Manny Horvitz, Pharm. D;

Chetak Jain, Pharm. D; Edythe Krauss; Michael Perskin, MD; Phyllis Sutton, NP, Joao Tavares, RN, PhD(c)

This Jeopardy template was created by Dr. Robert Pettis, Director

This Jeopardy game was created by

Marilyn LopezGeriatric Nurse Practitioner

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