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ABSTRACT
Gaming, as a teaching strategy, offers a unique method of reinforcing facts and allows for acquisition of knowledge and process skills. Gaming facilitates problem solving, and sometimes critical thinking, and can monitor results of the learners' actions. Gaming also allows students to challenge the thinking and hypotheses of others. This article, designed for all nurse educators, reviews the advantages and disadvantages of certain gaming techniques. These ideas are obtained from surveying the literature for game ideas that have been developed over the last 15 years.
As a teaching strategy, gaming facilitates problem solving and can monitor the results of the learner's actions. Games do not replace theoretical knowledge, but reinforce facts and allow for acquisition of process skills. In most situations, games provide immediate feedback. Students may actually engage in critical thinking as they work to reach a decision, and often challenge each other's ideas and hypotheses (Blenner, 1991).
This article reviews the current literature on gaming strategies in nursing. Recent articles describing games were reviewed, and details of the games are included. A table of available games, their authors, number of players needed, time to play the game, and telephone number where more information can be obtained or the game can be purchased is included to enhance the dissemination of gaming information.
Researchers (Bums, 1984; Lewis, Saydak, Mierzwa, & Robinson, 1989; ResKo & Chorba, 1992; Sisson & Becker, 1988) have studied gaming techniques used to teach nursing content to students and professional nurses and found them to be very successful. Staff nurses can also use gaming strategies to develop patient education programs for their clients. Adults learn better and retain more information if given the opportunity for immediate discussion, feedback, and application (Calliari, 1991; Lewis, 1989; Walljasper, 1982).
Nursing theory is learned more quickly and retained at a higher level when gaming is used (Sisson & Becker, 1988). Gaming techniques add novelty to the learning situation, and therefore, students are more attentive (Lewis, Saydak, Mierzwa, & Robinson, 1989). Students are more likely to apply critical thinking skills to a game rather than to lecture material (ResKo & Chorba, 1992).
Games and gaming have many advantages for the learner and the teacher. Gaming strategies can make learning fun and exciting while reducing stress...