Author Affiliations: Clinical Training Coordinator (Ms Garrison), NICU Clinical Educator (Ms Colin), Clinical Educator and Simulation Coordinator (Ms Lemberger), and Clinical Educator for Emergency Services (Ms Lugod), Rush Copley Medical Center, Aurora; and Clinical Educator for Emergency Services (Ms Lugod), Rush Copley Medical Center, Yorkville, Illinois.
J Nurs Adm. 2021 Feb 1;51(2):95-100. doi: 10.1097/NNA.0000000000000976.
The nursing professional development department purchased technology to create an innovative structure to engage nurses in educational offerings. The purpose of this study is to examine the effect of incorporating gamification on knowledge acquisition.
Nursing administrators should support the use of gamification to improve the nurses' acquisition of knowledge. The clinical educators traditionally utilize lecture-based educational offerings preventing students from active participation. Gamification promotes learner engagement, critical thinking, and enjoyment.
A quasi-experimental study design with a 230-person convenience sample compared the knowledge acquisition of nurses before and after new hire orientation and basic electrocardiogram course. Technology purchased included iPad, GoPro, mobile apps, and websites.
Incorporating gamification technology resulted in an increase in knowledge acquisition and engagement of learners.
Findings demonstrate gamification as an effective way to increase knowledge acquisition when compared with traditional methods.
护理专业发展部门购买技术来创建一种创新结构，使护士参与教育提供。本研究的目的是检验将游戏化纳入知识获取的效果。
护理管理人员应支持使用游戏化来提高护士获取知识的能力。传统上，临床教育者采用基于讲座的教育提供方式，阻止学生积极参与。游戏化促进学习者的参与、批判性思维和享受。
一项准实验研究设计，使用 230 人的便利样本，比较了新员工入职培训和基础心电图课程前后护士的知识获取情况。购买的技术包括 iPad、GoPro、移动应用程序和网站。
将游戏化技术纳入其中，导致学习者的知识获取和参与度增加。
与传统方法相比，研究结果表明游戏化是一种增加知识获取的有效途径。
