A review of gaming as an instructional strategy to enhance learning for Baccalaureate nursing students.
Written in 2005; 16,563 words; 106 sources; MLA; $ 249.95
Paper Summary:
This paper takes an in-depth look at games as a way of engaging nursing students and maintaining their attention. This research study compares the effectiveness of two teaching strategies, lecture only and lecture with gaming, in baccalaureate nursing students' immediate knowledge and knowledge retention, using the concepts of arterial blood gases as the teaching exemplar. This study also explores students' attitudes towards gaming as an instructional strategy in nursing education.
Outline:
Chapter 1
Purposes of the Study
Statement of the Problems
Research Questions
Statement of Hypotheses
Theoretical Framework
Definition of Terms
Assumptions of the Study
Significance of the Study
Summary
Chapter 2
Review of the Literature
Theoretical Framework
Overview of Gaming
Gaming in Nursing Education
From the Paper:
"Another game that demonstrated cognitive outcome gains was McDougal's (1992) 'Ionic Exchange Game.' According to McDougal, the game was developed to increase student involvement, understanding of electrolyte imbalances, and outcomes of interventions. To play the game, students are divided into groups representing intracellular and extracellular components, the cell membrane, mobile ions, and water molecules. Scenarios are presented and the students physically move across the cell membrane accordingly based on their knowledge of fluid and electrolyte exchange. A debriefing occurred after each scenario by the teacher which included a summary of key components. Advantages to the game included increased active student involvement, reinforcement of learning, and enhancement of group problem-solving skills."
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