Nurse Gaming

Nurse Gaming
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1 About the Authors Leeanne Pront, BNg (Hons), RN, is a PhD candidate and associate lecturer, School of Nursing and Midwifery, Flinders University, Adelaide, Australia. Amanda Müller, PhD, is a senior lecturer, English for Special Purposes, School of Nursing and Midwifery, Flinders University. Adam Koschade, MA, BA, is a PhD candidate, School of Nursing and Midwifery, Flinders University. Alison Hutton, PhD, RN, is a professor, University of Newcastle, Australia. Funding for this research was received from the Flinders University School of Nursing and Midwifery: Start-up grant. For more information, contact Leeanne Pront at leeanne.pront@flinders.edu.au.

Leeanne Pront et al.

Nurs Educ Perspect .

2018 Jan/Feb .

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Affiliation

1 About the Authors Leeanne Pront, BNg (Hons), RN, is a PhD candidate and associate lecturer, School of Nursing and Midwifery, Flinders University, Adelaide, Australia. Amanda Müller, PhD, is a senior lecturer, English for Special Purposes, School of Nursing and Midwifery, Flinders University. Adam Koschade, MA, BA, is a PhD candidate, School of Nursing and Midwifery, Flinders University. Alison Hutton, PhD, RN, is a professor, University of Newcastle, Australia. Funding for this research was received from the Flinders University School of Nursing and Midwifery: Start-up grant. For more information, contact Leeanne Pront at leeanne.pront@flinders.edu.au.

MacKinnon K, Marcellus L, Rivers J, Gordon C, Ryan M, Butcher D.
MacKinnon K, et al.
JBI Database System Rev Implement Rep. 2015 Jan;13(1):14-26. doi: 10.11124/jbisrir-2015-1694.
JBI Database System Rev Implement Rep. 2015.

PMID: 26447004

Strickland HP, Kaylor SK.
Strickland HP, et al.
Nurse Educ Today. 2016 May;40:101-3. doi: 10.1016/j.nedt.2016.02.014. Epub 2016 Feb 23.
Nurse Educ Today. 2016.

PMID: 27125157

Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebø Å.
Johnsen HM, et al.
Int J Med Inform. 2016 Oct;94:39-48. doi: 10.1016/j.ijmedinf.2016.06.014. Epub 2016 Jun 24.
Int J Med Inform. 2016.

PMID: 27573310

MacKinnon K, Marcellus L, Rivers J, Gordon C, Ryan M, Butcher D.
MacKinnon K, et al.
JBI Database System Rev Implement Rep. 2017 Nov;15(11):2666-2706. doi: 10.11124/JBISRIR-2016-003147.
JBI Database System Rev Implement Rep. 2017.

PMID: 29135750

Review.

Wilson R, Godfrey CM, Sears K, Medves J, Ross-White A, Lambert N.
Wilson R, et al.
JBI Database System Rev Implement Rep. 2015 Oct;13(10):146-55. doi: 10.11124/jbisrir-2015-2150.
JBI Database System Rev Implement Rep. 2015.

PMID: 26571290

Review.

O'Connor S, Daly CS, MacArthur J, Borglin G, Booth RG.
O'Connor S, et al.
Nurse Educ Pract. 2020 Aug;47:102827. doi: 10.1016/j.nepr.2020.102827. Epub 2020 Jul 6.
Nurse Educ Pract. 2020.

PMID: 32763834
Free PMC article.

Review.

Haoran G, Bazakidi E, Zary N.
Haoran G, et al.
Yearb Med Inform. 2019 Aug;28(1):240-248. doi: 10.1055/s-0039-1677904. Epub 2019 Apr 25.
Yearb Med Inform. 2019.

PMID: 31022747
Free PMC article.

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Aim:

The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits.

Background:

Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources.

Method:

A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature.

Results:

Evaluations of identified games found generally positive results regarding usability and effectiveness of videogames in nursing education. Analysis of advantages of videogames in nursing education identified potential benefits for decision-making, motivation, repeated exposure, logistical, and financial value.

Conclusion:

Despite the paucity of games available and the methodological limitations identified, findings provide evidence to support the potential effectiveness of videogames as a learning resource in nursing education.

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Home | Blog | Using Video Games in Nurse Education

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Electronic game-based approaches to learning are widely used in educational settings across the United States and have made their way into nursing schools. While video games may appear to be child’s play, they can make complex information easier to understand and learn.
Games that include Kahoot and C3Softworks are considered serious games to differentiate themselves from entertainment-style gaming . Research shows that learning games stimulate hormones that, in turn, encourage learning. For nursing school students or those teaching nursing students, the advancements have been a boon.
Sadaf S. Murad, APRN, said nursing needs active learners and critical thinkers. Games help students master learning skills, Murad said in “Brain involvement in the use of games in nursing education” published in the Journal of Nursing Education and Practice.
“Game-based learning is a creative platform that allows nursing instructors to use technology and gaming in an appropriate way to enhance the interest of students in nursing education,” Murad said. “Game-based environments are also beneficial for faculty members to incorporate different teaching styles to address the diverse needs of learners.”
For nurse educators or registered nurses (RNs) studying to become nurse educators, nurse education games provide added support for students as they learn the complexities of nursing. The leading traditional and online master’s in nursing programs utilize video games in evidence-based MSN curriculums to provide the best education.
Scientists have long known the brain chemical dopamine plays a significant role in how humans perceive pleasure. In Psychology Today , Peter Gray, Ph.D., said studies show that video games activate dopamine , similar to any other average pleasurable experience. The dopamine boost is about double the normal resting amount, or about the same degree that comes from eating pizza or ice cream. Another study showed games could cause long-term growth in brain activity over time, Gray said.
“Extensive gaming can increase the volume of the right hippocampus and the entorhinal cortex, which are involved in spatial memory and navigation. It can also increase the volume of prefrontal regions of the brain that are involved in executive functioning, including the ability to solve problems and make reasoned decisions,” Gray said in “Sense and Nonsense About Video Game Addiction.” “Such findings are consistent with behavioral research showing that video gaming can produce long-term improvements in these cognitive abilities.”
For nursing students, video games increase student motivation and encourage them to become more engaged in the learning process, Murad said.
Murad added there are other advantages to incorporating video games in MSN curriculum, including:
Murad added that the video games must be challenging so the learner does not lose interest.
“Curiosity in nursing education is essential to lifelong learning, and nurse educators have a great responsibility to promote it in academic and clinical settings,” Murad said.
When designing nursing curriculum, educators who use video games as teaching tools should determine which games have the best results. Some of the leading results-driven video games widely used in education include:
Through the Kahoot platform, educators create multiple-choice quizzes so learners can compete against each other for the answer. Kahoot can be accessed via a mobile phone app and web browser.
In Pixel Hospital, available in both IOS and the Google Play store, nurses race against time to help patients during an epidemic that is spreading through a fictional city.
Through C3Softworks software, educators can customize interactive online games that suit student needs. The games can be accessed via desktop computer and mobile devices.
Available for IOS and Google Play devices, Prognosis is designed to help nursing students and other aspiring medical professionals improve their ability to diagnose and manage clinical presentations associated with disease.
In her research, Murad also said the most important elements that video games bring out in nursing students is increased self-confidence and leadership skills. Nurse video games prepare students to incorporate nursing theory into clinical practice.
“Gaming techniques help nursing instructors to accommodate different types of learning styles to address students’ diverse learning needs,” she said. “Appropriate use of gaming pedagogy in nursing curriculum will result in well-prepared nurses with admirable knowledge and skills.”
Indeed, well-prepared nurses also come as a result of a nursing curriculum that focuses on clinical proficiency and academic achievements. At Duquesne University , RNs enrolled in the online master’s in nursing program follow an MSN curriculum based on evidence-based practices and a culture of exploration and wonder. Nurse education games help educators achieve those goals.
As a pioneer in nurse education, Duquesne University launched the first BSN program in Pennsylvania in 1937 and the first online nursing Ph.D. program in the nation in 1997. Graduates of the online MSN and online Post-Master’s Certificate in Nurse Education & Faculty Role programs have been lauded as some of the most creative and innovative nurse educators in the field today.
Duquesne University’s online MSN and online Post-Master’s Certificate in nursing programs are 100 percent online, allowing nurses to continue their careers and personal lives while earning an advanced degree. MSN students are eligible to add to their course of study concentrations in Forensic Nursing or Transcultural Nursing for more diversity in education. For more information, contact Duquesne University today .
Brain involvement in the use of games in nursing education: Journal of Nursing Education and Practice
Sense and Nonsense About Video Game Addiction: Psychology Today
9 Fun and Educational Nursing Games: The Nerdy Nurse
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