A low-fidelity game-based approach to teaching basic health assessment: It’s not just a game!

  • Authors

    • Danita Pottere Northwestern State University
    • Danita Tolson Coppin State University
    2017-02-25
    https://doi.org/10.14419/ijans.v6i1.7210
  • Games, Game-Based Teaching, Simulation, Health Assessment.

  • Abstract

    Game-based teaching-learning activities positively influenced student learning in academic programs, particularly in nursing education where learning nursing concepts, disease processes, assessment skills and management may be overwhelming in the traditional classroom setting. The purpose of this paper was to describe a teaching—learning approach, and to discuss lessons learned to use games to teach basic health assessment in first-level BSN program. The approach and organization constructs were interventional, descriptive and non-experimental. In conclusion, lessons learned yield that teaching health assessment content as a game may promote student and faculty involvement, excitement, and motivation. A game checklist was developed based on feedback from students and faculty. The game led to the development of a guide for game-based approaches to teaching pre-clinical undergraduate nursing students health assessment content.

  • References

    1. [1] Gaberson, K. B., & Oermann, M. H. (1999). Clinical teaching strategies in nursing. Springer Publishing Company, Inc. New York, NY.

      [2] Gibson, M., & Bear, M. (2013). Enhancing learning: A comparison of lecture and learning outcomes. Nurse Educator, 38(5). pp 184-185. https://doi.org/10.1097/NNE.0b013e3182a0e540.

      [3] Henry, J. M. (1997). Gaming: A teaching strategy to enhance the adult learning. Journal of Continuing Education in Nursing, 28, 231-234.

      [4] Lee, S. T., & Dapremont, J. A. (2012). Innovation center: Engaging nursing students through integration of the Audience Response System. Nursing Education Perspectives, 33(1), 55-57. https://doi.org/10.5480/1536-5026-33.1.55.

      [5] McKeachie, W. J. (1976). Teaching tips: A guidebook for the beginning college teacher. 7th Ed. D. C. Heath and Company. Lexington, MA.

      [6] Reilly, D. E., & Oermann, M. H. (1992). Clinical teaching in nursing education (2nd Ed.). New York: National League for Nursing.

      [7] Royse, M. A., & Newton, S. E. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives, 28(5), 263-267.

      [8] Saethang, T., Kee, C. C. (1998). A gaming strategy for teaching the use of critical cardiovascular drugs. Journal of Continuing Education in Nursing, 29, 61-64.

      [9] Skiba, D. J., & Barton, A. J. (2006). Adapting your teaching to accommodate the net generation of learners. Online Journal of Issues in Nursing, 11(2), 1.

      [10] Speers, A. T. (1993). Crossword puzzles: A teaching strategy for critical care nursing. Dimensions of Critical Care Nursing, 12(6), 52-55.

      [11] Strickland, H. P,. & Kaylor, S. (May 2016). Bring you’re A-game: Educational gaming for student success. Nurse Education, 40, pp 101-103. Retrieved from ProQuest Database. https://doi.org/10.1016/j.nedt.2016.02.014.

  • Downloads

  • How to Cite

    Pottere, D., & Tolson, D. (2017). A low-fidelity game-based approach to teaching basic health assessment: It’s not just a game!. International Journal of Advanced Nursing Studies, 6(1), 28-31. https://doi.org/10.14419/ijans.v6i1.7210

    Received date: 2017-01-11

    Accepted date: 2017-02-07

    Published date: 2017-02-25