Experience in the Use of Gaming and Simulation as an Evaluation Tool for Nurses

Burns, Kathryn

doi:10.1097/00004630-198603000-00018

Cited by 4 publications

(12 citation statements)

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“…Nursing educators, for example, have described games to explore therapeutic relationships between the nurse and patient (Clark, 1977), attitudes toward the elderly and the aging process (Chaisson, 1977;Marte, 1988), burn care (Burns, 1984), codependency (Farnsworth & Thomas, 1993), ethical and legal decision making (McDonnell, 1992), psychiatric care (Cosgray, Davidhizar, Grostefon, Powell, & Wringer, 1990;Davidhizar, 1977), and management skills (Lev, 1998). The only research study found in the nursing literature on gaming involved a game called "Name that Nursing Diagnosis" (p. 5), in which the students learned to make clinical judgments.…”

Section: Disadvantages Include As Followsmentioning

confidence: 99%

Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

196

114

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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.T hroughout time, nursing educators have sought effective ways to help students to become competent nurses. Since learning takes place through cognitive, psychomotor, and affective domains, nursing education has taken place in the lecture room, the psychomotor laboratory, and in the health care delivery setting. To enhance theoretical learning, simulation, in its many forms, has been added. The types of simulation used in nursing education include anatomical models, task trainers, role playing, games, computer-assisted instruction (CAI), standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins. For the most part, these types of simulation, with the exception of anatomical models, task trainers, and role playing, have been introduced to nursing education in the past 40 years, which coincides with the 40th anniversary of this journal. With increasing numbers of nursing students and decreasing numbers of available clinical sites and nursing faculty, the use of simulation has become an integral part of nursing education. In this article, each of these types of simulation and their use in nursing education is discussed. This is followed by a description of the roles of simulation in both nursing education

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Section: Disadvantages Include As Followsmentioning

confidence: 99%

Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

196

114

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“…22 Four studies used a technology-based learning technique such as computer simulation, video demonstration, or teleconferencing. [23][24][25][26] The training scenario also varied, with most using a conventional MCI as the educational setting. Six studies and 11 studies included nurses.…”

Section: Focus Of the Reviewed Studiesmentioning

confidence: 99%

“…Six studies and 11 studies included nurses. 6,[8][9][10][11][12][15][16][17]20,25,26 Hospital administrators were involved in five studies; 6,8,11,15,23 in addition to hospital personnel, first responders were included in nine studies; 6,8,14,[17][18][19][20][21]25 security and transportation personnel were involved in two studies. 6,15 Four of the studies did not specify a targeted audience.…”

Section: Focus Of the Reviewed Studiesmentioning

confidence: 99%

“…The training evaluation methods most commonly used were were focused on a fire or explosion. [8][9][10][11]18,26 Seven studies described a transportation accident (e.g., a plane crash at a local airport). [13][14][15][16]20,21,25 Three studies were focused on a chemical event, 6,7,18 two studies described a radiation event, 12,24 and one study focused on a biological event.…”

Section: Focus Of the Reviewed Studiesmentioning

confidence: 99%

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Effectiveness of Hospital Staff Mass-Casualty Incident Training Methods: A Systematic Literature Review

Hsu

Jenckes

Catlett

et al. 2004

Prehosp. Disaster med.

150

106

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Introduction:Recently, mass-casualty incident (MCI) preparedness and training has received increasing attention at the hospital level.Objectives:To review the existing evidence on the effectiveness of disaster drills, technology-based interventions and tabletop exercises in training hospital staff to respond to an MCI.Methods:A systematic, evidence-based process was conducted incorporating expert panel input and a literature review with the key terms: “mass casualty”, “disaster”, “disaster planning”, and “drill”. Paired investigators reviewed citation abstracts to identify articles that included evaluation of disaster training for hospital staff. Data were abstracted from the studies (e.g., MCI type, training intervention, staff targeted, objectives, evaluation methods, and results). Study quality was reviewed using standardized criteria.Results:Of 243 potentially relevant citations, twenty-one met the defined criteria. Studies varied in terms of targeted staff, learning objectives, outcomes, and evaluation methods. Most were characterized by significant limitations in design and evaluation methods. Seventeen addressed the effectiveness of disaster drills in training hospital staff in responding to an MCI, four addressed technology-based interventions, and none addressed tabletop exercises. The existing evidence suggests that hospital disaster drills are effective in allowing hospital employees to become familiar with disaster procedures, identify problems in different components of response (e.g., incident command, communications, triage, patient flow, materials and resources, and security) and provide the opportunity to apply lessons learned to disaster response. The strength of evidence on other training methods is insufficient to draw valid recommendations.Conclusions:Current evidence on the effectiveness of MCI training for hospital staff is limited. A number of studies suggest that disaster drills can be effective in training hospital staff. However, more attention should be directed to evaluating the effectiveness of disaster training activities in a scientifically rigorous manner.

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“…Residency training programs have reported using these games for teaching [9], review [10] and evaluation purposes [11]. The topics covered in these games range from basic sciences [12] to clinical practice guidelines [8,13].…”

Section: Introductionmentioning

confidence: 99%

Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey

et al. 2010

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BackgroundThe evidence supporting the effectiveness of educational games in graduate medical education is limited. Anecdotal reports suggest their popularity in that setting. The objective of this study was to explore the support for and the different aspects of use of educational games in family medicine and internal medicine residency programs in the United States.MethodsWe conducted a survey of family medicine and internal medicine residency program directors in the United States. The questionnaire asked the program directors whether they supported the use of educational games, their actual use of games, and the type of games being used and the purpose of that use.ResultsOf 434 responding program directors (52% response rate), 92% were in support of the use of games as an educational strategy, and 80% reported already using them in their programs. Jeopardy like games were the most frequently used games (78%). The use of games was equally popular in family medicine and internal medicine residency programs and popularity was inversely associated with more than 75% of residents in the program being International Medical Graduates. The percentage of program directors who reported using educational games as teaching tools, review tools, and evaluation tools were 62%, 47%, and 4% respectively.ConclusionsGiven a widespread use of educational games in the training of medical residents, in spite of limited evidence for efficacy, further evaluation of the best approaches to education games should be explored.

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Experience in the Use of Gaming and Simulation as an Evaluation Tool for Nurses

Cited by 4 publications

References 0 publications

Nursing Simulation: A Review of the Past 40 Years

Nursing Simulation: A Review of the Past 40 Years

Effectiveness of Hospital Staff Mass-Casualty Incident Training Methods: A Systematic Literature Review

Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey

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