Game-Based Learning and Nursing Students' Clinical Judgment in Postpartum Hemorrhage: A Pilot Study

Abstract

Background: Nurse educators are searching for ways to deliver and evaluate the clinical judgment model (CJM) into undergraduate education to adequately prepare students for the Next Generation NCLEX project. Method: A game-based learning (GBL) activity, including seven postpartum hemorrhage (PPH) stations, was developed and implemented in an undergraduate nursing course. Following the design of the Minute to Win It ® game show, teams of students participated in timed challenges to facilitate engagement with the CJM. Results: Student scores improved significantly for every aspect of the CJM applied to PPH (recognition, analysis, action, evaluation) from the pre- to posttest after using the PPH Minute to Win It. The teaching–learning strategy was positively received by students for the purposes of enhancing engagement and retaining knowledge. Conclusion: GBL is effective for incorporating the CJM into the classroom and enhances exposure, knowledge, and retention for specific topics such as PPH. Students associate GBL with increased engagement and learning related to complex course content. [ J Nurs Educ . 2021;60(3):159–164.]

Educational strategies and nursing theory to prepare leaners for NCLEX‐RN

“…Cohort studies were the design for six studies (Duncan & Schulz, 2015 ; Harris, 2018 ; Kinyon et al, 2021 ; Myles, 2018 ; Romanowski et al, 2021 ; Schlairet & Rubenstein, 2019 ). Finally, a pretest‐post‐test method was used in three studies (Blakeslee, 2019 ; Kinyon et al, 2021 ; Zehler & Musallam, 2021 ), including a pilot pretest‐posttest study (Zehler & Musallam, 2021 ).…”

“…Active learning strategies were the most found strategy among other valuable educational strategies. Game-based learning was found to be a positive active educational strategy because it created a collegial culture in the classroom, fostered critical thinking and clinical judgement and prepared students for the NGN (Romanowski et al, 2021;Zehler & Musallam, 2021).…”

Faculty and Students’ Perspectives on using Games-Based Learning as A Teaching Strategy in Nursing Education

“…Students link GBL with increased interest and learning in difficult course material. The teaching-learning strategy, which was designed to promote engagement and knowledge retention, was well received by students (Zehler & Musallam, 2021).…”

Effect of Unfolding Case-Based Learning on Clinical Judgment Among Undergraduate Nursing Students

“…1,2 One major challenge in teaching and evaluating clinical judgment in the classroom is the lack of opportunity for students to practice critical thinking and knowledge application in real-world situations. 3 Case-based education seeks to contextualize learning and simulate clinical experience in the classroom. The unfolding process embedded in case studies emulates the real world of professional practice surrounded by complexities, contingencies, and dilemmas.…”

“…To ensure safe patient care, nurse educators have the obligation to foster students’ development of clinical judgment before graduation 1,2. One major challenge in teaching and evaluating clinical judgment in the classroom is the lack of opportunity for students to practice critical thinking and knowledge application in real-world situations 3. Case-based education seeks to contextualize learning and simulate clinical experience in the classroom.…”