Ulione M S
J Nurs Educ. 1983 Oct;22(8):349-51. doi: 10.3928/0148-4834-19831001-11.
Simulation games can be used in nursing education to promote problem solving or to impart information. Most games focus upon one of the two areas: cognitive knowledge or affective knowledge. We call these types of games content games and process games, respectively. Simulation games of both types are used in nursing education. Since simulation gaming in nursing education is a relatively new teaching strategy much of its use has been haphazard. In order for a simulation game to be an effective teaching strategy; there must be a "fit" between the game and the instructional objectives. The game operator should analyze the components of each game used prior to playing the game, so he will be able to use the game appropriately. One disadvantage of gaming is that there is a risk of experiencing untoward reactions in the gaming experience. For this reason, the operator should support all the participants throughout the game. Finally, the game operator should assess the effectiveness of the gaming process through the debriefing session and through research. To extend our knowledge of the effects of simulation games, game operators can research the effect of simulation gaming on student motivation, cognitive learning, and affective learning.
模拟游戏可用于护理教育，以促进问题解决或传授信息。大多数游戏侧重于两个领域之一：认知知识或情感知识。我们分别将这些类型的游戏称为内容游戏和过程游戏。这两种类型的模拟游戏都用于护理教育。由于护理教育中的模拟游戏是一种相对较新的教学策略，其使用大多是随意的。为了使模拟游戏成为一种有效的教学策略，游戏与教学目标之间必须“契合”。游戏操作者应在玩游戏之前分析所使用的每个游戏的组成部分，这样他就能恰当地使用游戏。游戏的一个缺点是在游戏体验中存在出现不良反应的风险。因此，操作者应在整个游戏过程中支持所有参与者。最后，游戏操作者应通过汇报环节和研究来评估游戏过程的有效性。为了扩展我们对模拟游戏效果的认识，游戏操作者可以研究模拟游戏对学生动机、认知学习和情感学习的影响。
