Abstract
Nursing educators are challenged with conveying vast amounts of complex nursing arts and science content to learners every day. The relationship between learner and nursing educator should be one of collaboration to ensure the smooth instruction of broad and deep nursing concepts. Knowledge acquisition, confidence, learner engagement and enjoyment are critical to the learning process, but often students are challenged with these behaviors (Garrison et al., 2021). Research in the last five years has suggested that the use of gaming in the nongaming setting, like clinical healthcare, can strengthen knowledge, increase content retention, and subsequently increase confidence (Marquez-Hernandez et al., 2019). Learners and educators have identified that gamification can provide an interactive and innovative approach to learning, cost-effectively while increasing knowledge and nursing skills (Ruiz-Alba et al., 2019). The literature notes that gamification can meet current essential skills of the contemporary professional nurse in the areas of increased problem-solving, knowledge retention, and improved decision-making, which can lead to improved patient outcomes and clinician contribution at the bedside.
Sigma Membership
Phi Pi
Type
In Lieu of Thesis
Format Type
Text-based Document
Study Design/Type
Literature Review
Research Approach
Mixed/Multi Method Research
Keywords:
Gamification, Student Nurses, Nursing Education, Learning Process
Advisor
Erin Day
Degree
Master's
Degree Grantor
Chamberlain University College of Nursing
Degree Year
2022
Recommended Citation
Connors, Gerald R., "Gamification and the effects on confidence in the student nurse" (2024). DNP and Student Works. 59.
https://www.sigmarepository.org/dnps/59
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 3.0 License.
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Self-submission
Date of Issue
2024-01-31
Full Text of Presentation
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