Background: Quality improvement (QI) is difficult to teach in the classroom; therefore, nursing students are often under-prepared to participate in such projects after graduation. The Plan-Do-Study-Act method is commonplace in QI instruction and is often used in nursing. This study proposed and evaluated a gameful learning approach to improve understanding and engagement of a QI process using Potato Head figures.
Method: An observational design was utilized. Following classroom activity, students self-selected to join focus groups to discuss gameful learning experiences in learning QI techniques. Transcripts were analyzed using thematic analysis.
Results: Overall, learners found the activity was effective in teaching QI. Positive and negative themes were identified, including fun and competitive, interactive and communication, and teamwork; disconnection between QI topic and game, and unclear instruction, respectively.
Conclusion: Using gameful learning helped students understand and engage with QI projects that may translate to clinical practice for new graduate nurses. .
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.3928/01484834-20210730-01 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
The Treasures of Renal Isle: Evaluating a Gamified Module While Enhancing Student Learning.
SAGE Open Nurs
October 2024
School of Nursing, University of Texas Medical Branch at Galveston, Galveston, TX, USA.
Introduction: Nursing education continues to evolve with the integration of innovative technologies aimed at enhancing student engagement and understanding of complex medical concepts. Gamification, the application of game elements in nongame contexts, emerges as a promising tool in nursing education.
Method: Faculty members collaborated with instructional designers to develop, , a gamified module for nursing education.
Effects of game-based learning on academic outcomes: A study of technology acceptance and self-regulation in college students.
Heliyon
August 2024
Center of Smart Campus Construction, Central University of Finance and Economics, Beijing, 100081, China.
Objective: This study investigates the interplay between the Technology Acceptance Model (TAM), self-regulation strategies, and academic self-efficacy, and their collective impact on academic performance and perceived learning among college students engaged in remote education.
Methods: A sample of 872 university students from Southern China participated in this study. Structural Equation Modeling (SEM) was employed to analyze the theoretical relationships among the variables.
Learning Urogenital Diseases in Oddity (LUDO)-a gamification-based innovation for learning urogenital diseases in emergency medicine.
Int J Emerg Med
January 2024
Aga Khan University Hospital, Karachi, Pakistan.
Urogenital emergencies demand immediate attention within the field of emergency medicine, encompassing a range of critical conditions from ectopic pregnancies to kidney stones. Timely diagnosis and treatment are vital to prevent potential mortality and morbidity. However, due to the sensitive nature of these disorders and the cultural taboos surrounding them, accessing prompt medical care can be challenging.
View Article and Find Full Text PDFExamining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis.
Front Psychol
October 2023
Law School, Peking University, Beijing, China.
Article Synopsis
- * A meta-analysis of 41 studies involving over 5,000 participants revealed a significant large effect size for gamification's impact on student learning outcomes.
- * Important factors that influenced the effectiveness of gamification include user type, educational discipline, design principles, duration of the gaming experience, and the learning environment, while measurement methods and publication type did not significantly affect the results.
The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review.
Heliyon
August 2023
Psychology Research Centre [CIP] of University Autónoma de Lisboa / University of Algarve, Department of Psychology and Sciences of Education, University of Algarve, Faro, Portugal.
Gamification, defined as the integration of videogame components to promote a gameful experience, is increasingly being implemented in education with the aim of enhancing students' engagement and motivation. Accordingly, since 2010 it has constituted an area of growing interest for researchers and teachers. Following PRISMA 2020's methodology, a systematic review (SR) was conducted in November 2022 seeking to explore the influence of gamification strategies on students' motivation to learn.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!