 Gaming is an instructional strategy, that can involve a patient in a teaching and learning process. The goal for the learner is to acquire new knowledge and reinforce prior knowledge. They can be designed to facilitate critical thinking skills, and enhance cognitive thinking. (Fitzgerald, 2008)

 Instructional method › Requires learner  to actively participate  to apply knowledge  to use higher problem solving and critical thinking strategies. (Royse & Newton, 2007)

 Puzzles: challenge participants to learn and review contents as teams or individuals  Simulation: develops psychomotor and cognitive skills.  Board Games: masters concepts, principle skills and problem solving strategies. (Henderson, 2005)

 Cognitive Learning Theory: › By utilizing the cognitive learning theory the goal is to:  change behavior  work with developmental stage  change cognition and ways of processing information. (Braungart & Braungart, 2008)

 Behavioral Learning Theory › Positive reinforcement  immediate feedback  adds to enthusiasm and motivation  reward the learner (Braungart & Braungart, 2008)

 Pretest to determine any knowledge deficit  Post test to assess learner’s acquired knowledge  Promotes active learning  Encourages critical thinking  Replication of real life situations (Royse & Newton, 2007)

 Hospitals: › Patient’s rooms › Staff meetings  Nursing Schools  Seminars/ Conventions  Continuing Education (Jaffe, 2007)

 One study indicated that games have properties for learning. They have the ability to focus attention, require action rather than merely passive observation, improve socialization skills, and can provide strong motivational commitment. (Graham & Richardson, 2008)

 Can reduce stress and anxiety  Involves the learner and everyone in class  Promotes teamwork and collaboration (Henderson, 2005)

 Adds entertainment value to learning  Creates a conductive atmosphere for increasing learning and retention  Increases student motivation  Connects theory to experience for nurses without any risk to patient safety. (Henderson, 2005)

 Interferes with evaluation of learning  Increases competition, which can threaten learner  Increase cost to develop or buy necessary supplies (Henderson, 2005)

 Creates stress and embarrassment  Increases difficulty in evaluation of individual learning when team plays  Requires special preparation and setup that can be time consuming (Henderson, 2005)

 Adapt to: › game to learners cognitive level › to learners developmental level › to the size of group involved  Single –vs-groups › to psychomotor skills

 Assess the value of games by evaluating:  Validity › Meets the goal of the instructional strategy  Reliability › Produces consistent and predictable outcomes  Utility › Instructional strategy should be cost effectively

 Games are not end points, but are tools for learning. Gaming adds a spark to educational process by decreasing boredom and generating enthusiasm

Braungart, M. M. & Braungart. R. G. (2008). Applying learning theories to the healthcare practice. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (3 rd ed.) (pp ). Sudbury, MA; Jones and Bartlett Publishers. Fitzgerald, K. (2008). Instructional methods and settings. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nurse practice (3 rd ed.) (pp ). Sudbury, MA: Jones and Bartlett Publishers. Graham, I. & Richardson, E. (2008). Experiential gaming to facilitate cultural awareness: Its implication for developing emotional caring in nursing. Learning in Health and Social Care. 7(1) Henderson, D. (2005). Games: Making Learning Fun. Annual Review of Nursing Education Jaffe, L. (2007). Games amplify motivation in education. In M.J. Bradshaw & A. J. Lowenstein (Ed.), Innovative teaching strategies in nursing and related health professions (4 th ed.) ( ). Sudbury, MA: Jones and Bartlett Publishers. Royse, M. & Newton, S. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives. 28(5)