Gamification Teaching in Undergraduate Nursing Programs: A Critical Review
This essay will elaborate on the Han et al. (2021) research study, outline the proposed research problem and question, describe the study’s methodology, and discuss the research findings. This paper offers a thorough critique of the study. It assesses how the research findings relate to previous studies, whether the results can be transferred to other research areas, and what implications might emerge from further investigation.
Research Article Critique
Purpose
Nursing research courses are an integral part of the undergraduate nursing curriculum, providing students with the education to understand the research process and to conduct research studies. Evidence suggests
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(2021) developed a gamification teaching model for an undergraduate nursing research course based on the flow theory. According to the researchers, gamification includes activities that fit the flow theory, leading to a flow experience (Han et al., 2021). The researchers addressed the applicability of this theory to investigate the gap between gamification and teaching research to undergraduate nursing students (Han et al., 2021). Han et al. (2021) describe how the flow theory refers to an optimal and pleasurable experience, which can be applied to various disciplines, including education and sports. Han et al. (2021) used gamification to create an optimal and pleasurable learning experience for undergraduate nursing students, supporting the use of the flow theory as a theoretical foundation for their study.
Research Question Han et al. (2021) identified a disconnect between traditional teaching methods and students’ understanding of the complexities of nursing research, possibly leading to a decrease in undergraduate nurses’ conducting research in their future practice. Han et al. (2021) sought to investigate the effect of replacing traditional, lecture-based teaching modalities with a gamification teaching model on undergraduate nurses’ experience in nursing research courses. The researchers clearly state their research question and the relationship between the question and the flow theory as the theoretical basis for the study.
Research Design and
Her previous positions include nursing in the pediatric intensive care unit at both the Children’s Hospital of Philadelphia and in the emergency department of a hospital located in New Jersey. She also had a position as a school nurse previously and went to school following to earn her PhD. What Kate loves most about her job is the opportunity to work with students and interns as well as research on the whole. In fact, she has won several awards for her work in research including honors from the Villanova School of Nursing as well as the Eastern Nursing Research Society. If there were something that she could change about her job, she said that at times processes within research development can take too long, especially with human subjects, and at times she times she wishes the process was more streamlined. She reports to her department supervisor at the School of Nursing at the University of
Artifact 17F is an example of how I was able to assess the needs of a community located in Jacksonville. One of the most important steps in ensuring superb educational sessions is to assess the population's needs. This slideshow exhibits how I am able to assess the needs of populations and properly plan educational needs and interventions. This idea also applies to artifact 18F, which was aimed at the educational needs of students in the nursing program going through NUR 306 pathophysiology. Artifact 19F showed how I was able to interpret patient needs and educate the patient properly after the patient's physiological and psychological needs are met.
Table of Contents Gaming 3 Overview of the Strategy 3 Theoretical Foundation 3 Research Evidence Related to the Strategy 4 Implementing the Strategy in Class 4 Plan for Evaluating Effectiveness 5 References 7 Gaming Overview of the Strategy Gaming is an active teaching strategy allowing a group of learners to participate in a content-based activity that has a clear set of rules, provides instant feedback, and promotes the spirit of competition (Fitzgerald & Keyes, 2019). It is widely accepted that most nursing students are kinesthetic learners and prefer to learn “by doing” (Fitzgerald & Keyes, 2019). In rather sharp contrast, traditional nursing education models have followed a rigidly structured modality, with didactic content delivered
I am an advocate for lifelong learning hence I am dedicated to pushing the boundaries of my understanding while consistently seeking opportunities to enhance my knowledge. Ongoing professional development is enabling me to stay updated on the latest trends, theories, and innovations within the nursing field. I integrate the newfound knowledge into my teaching thereby enriching the learning experience and ultimately contributing to the nursing profession's body of knowledge in alignment with the recommendations by Smith et al.
Nursing research is providing evidence used to support nursing practices, generate new knowledge, and promote evidenced-based nursing practice, ensure credibility of nursing profession, provide accountability for nursing practice and document effectiveness of nursing care. Nursing research also focuses on the understanding and relieving of the symptoms
Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator
“Making Kids Cry: The Day in the Life of Pediatric Nurse Madelaine Than,” by Melissa Suzuno, Madelaine offers helpful advice to struggling students. To give students a starter, networking is important to any field or major. Networking helps build up connections between peers and educational systems. Madelaine advises students to be their own character and stand out from the rest rather than becoming like someone else and another. To those pursing nursing, she suggests that it’s important to explore and have a open mind.
Mason argues that the gamification of work through mobile apps is used to remotely manage workers by encouraging laborers to work more for less money. The psychology behind it is that games “deliver an instantaneous, visceral experience of success and reward . . . to promote emotional engagement with the work process, increase workers’ psychological investment in completing otherwise uninspiring tasks, and to influence, or ‘nudge,’ workers’ behavior” (Mason 2). Setting up work to be like a game provides incentive that motivates workers to improve, giving validation to those that work most efficiently. From her own firsthand experience working for Lyft, Mason recognizes how addicting the gamification process can be and constantly feeling pressure to become a more highly-rated driver.
Student work in small groups of four for the psychomotor skill component and feedback was provided to students by student nurse educators on the spot while performing the procedure. Finally, a five questions gaming was provided to measure student’s cognitive retention of the material discussed and the skill gain. The students worked in collaboratively in groups of four to complete the post-quiz and were given feedback on their strengths and weaknesses. The students score higher than 90% on the post-quiz and verbalize collaborative academia learning milieu was permeated with rich intellectual opportunities needed to demonstrate clinical skills and competencies successfully and to further advance their wisdom on catheter insertion and removal. Hence, as a student nurse educator, I feel privileged to contribute to this project and to have made an impact in the lives of students.
Although it would require a moderately large amount of funding, registered nurses are needed in the healthcare environment more and more every day. By offering increased opportunities for nursing students, UGA can contribute to meeting the constant need for reliable and credible professionals in healthcare. While also benefiting healthcare and medical settings globally, this improvement would also benefit students as individuals by offering them a pathway to a rewarding, in-demand profession. It can only be beneficial to offer such training and teaching to students who want to learn here at the University of Georgia. If this is improved now, future generations will be left with an environment to thrive and learn exactly what they need before nursing
One key argument against Gamification is that, although it may cause short-term improvement in performance and engagement within an organisation, it is simply a treatment for a symptom of disengagement.
Overview As technology continues to advance, educators strive to incorporate meaningful activities to improve student performance and participation. Due to the high need, a new trend began to emerge known as gamification. Gamification is a process of adding game like elements to a task to encourage participation. (Webster Dictionary)
Title: Gamification in Recruitment Gamification is an innovative approach to engaging the right talent, and it works by encouraging these talents to engage in game-like behaviors and situations in non-game applications and scenarios. It will keep people (candidates) more engaged and make the whole recruitment process more fun, interesting, and creative. It is the application of game elements and digital game design techniques to non-game problems, such as various business and social impact challenges. So, it is companies taking tasks and making them to be more like a game.
Furthermore, the results support the hypothesis, that social gamifications are influencing both positive and negative anticipated emotions. Accordingly, social gamification affordances act as a reward for playing together, as suggested by Roseman (1991). Parts of the results from (Juho Hamari and Jonna Koivisto) were further confirmed, as attitude was found to be influenced by the social gamification affordances. The author of the aforementioned paper found out, that attitude was influenced by reciprocal benefits.
It was concluded that the use of gamified activities increased students’ commitment to do the required readings, changed their beliefs about the task value of gamification as an instructional tool in Dr. Ferdinand’s class, increased participation as in Romeo’s testimony, and the opportunity and determination to try multiple times without the fear of failing. However, some types of positive behavior rewarded in class such altruism or punctuality can be verified as a positive change of behavior. This could be researched in independent mixed -method study researching the effect of gamification before and after or in comparison groups. Authentic learning activities or products should be one of the benefits of the successful integration of gamification according to Kapp, Blair & Mesch (2014). They posited that authentic learning activities are the ones, which could be transferred and linked to real-life skills and scenarios.