University of Portsmouth, United Kingdom of Great Britain and Northern Ireland.
Nurse Educ Today. 2022 Oct;117:105484. doi: 10.1016/j.nedt.2022.105484. Epub 2022 Jul 27.
Active engagement of nursing students has deteriorated overtime, especially during the global pandemic. Therefore, there has been a widespread search for learning methods that incorporate digital technologies and active student participation in recent years. Game-based learning may be an option, as it uses game-design elements to enhance academic performance and learning. Its use in nursing education is, however, limited.
The literature review aimed to explore student experience and learning when using game-based learning and to understand its uses in the nursing curriculum.
Systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis.
ESBCO Discovery Service was used to search healthcare, science and education-related databases.
A comprehensive search of English language primary research published between 2017 and 2022 on the use of game-based learning in nursing undergraduate education was conducted. Data was analysed using thematic analysis.
Seventeen papers from 4 different countries were included. The studies explored interventions and subjects of increased teaching complexity that required increased levels of knowledge retention and critical thinking, such as nursing theory and complex clinical skills. Three themes emerged from the literature, including: approaches to game-based learning; student experience and engagement; impact of game-based learning on student learning and knowledge retention. Studies used a wide range of learning methods, such as quizzes, escape rooms and serious games. These methods were in general well-accepted by students, who endorsed its widespread use in the nursing curriculum. Most studies reported an increase in student experience and learning when using game-based learning, although time-limited games can often increase anxiety on students.
Game-based learning is an important alternative to traditional teaching methods. However, the recurrent use of game elements and its limited long-term effects may pose a limitation to its widespread use in nursing undergraduate education.
护理学生的积极参与度一直在恶化，尤其是在全球大流行期间。因此，近年来人们一直在广泛寻找将数字技术和学生积极参与融入学习的方法。基于游戏的学习可能是一种选择，因为它使用游戏设计元素来提高学术表现和学习效果。然而，它在护理教育中的应用有限。
文献综述旨在探讨学生在使用基于游戏的学习时的体验和学习情况，并了解其在护理课程中的应用。
使用系统评价和荟萃分析的首选报告项目进行系统文献综述。
使用 ESBCO 发现服务搜索与医疗保健、科学和教育相关的数据库。
对 2017 年至 2022 年间在护理本科教育中使用基于游戏的学习的英语原始研究进行了全面搜索。使用主题分析对数据进行分析。
从 4 个不同国家的 17 篇论文中纳入研究。这些研究探索了干预措施和主题，这些干预措施和主题增加了教学的复杂性，需要更高水平的知识保留和批判性思维，例如护理理论和复杂的临床技能。文献中有三个主题出现，包括：基于游戏的学习方法；学生体验和参与；基于游戏的学习对学生学习和知识保留的影响。研究使用了广泛的学习方法，例如测验、密室逃脱和严肃游戏。这些方法总体上受到学生的欢迎，他们支持将其广泛应用于护理课程。大多数研究报告称，使用基于游戏的学习可以提高学生的体验和学习效果，尽管限时游戏往往会增加学生的焦虑感。
基于游戏的学习是传统教学方法的重要替代方法。然而，游戏元素的反复使用及其有限的长期效果可能限制其在护理本科教育中的广泛应用。
