Nursing Students’ Attitudes Toward Video Games and Related New Media Technologies

Lynch-Sauer, Judith; VandenBosch, Terry M.; Kron, Frederick W.; Gjerde, Craig L.; Arató, Nóra; Sen, Ananda; Fetters, Michael D.

doi:10.3928/01484834-20110531-04

Cited by 49 publications

(31 citation statements)

References 27 publications

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“…Serious games could be beneficial in the long term, as they could simulate learning environments, which are difficult to learn or practise in real situations due to resource and time constraints, such as training for surgical operations or dental public health. Whilst healthcare learners seemed to have positive attitudes towards the use of video games in education, faculty members might not do so, as they might have views towards the use of games to learners; however, there is no clear supporting argument . In addition, there were surveys reporting that academic staff seemed to have positive perceptions towards the use of digital games in education …”

Section: Discussionmentioning

confidence: 99%

“…This coincides with the definition of serious games by Michael and Chen that entertainment is not a main purpose of serious games, but it does not mean that there is no entertaining element in serious games. Kron et al and Lynch‐Sauer et al surveyed medical and nursing students, respectively, and both studies reported students were interested in the use of serious games. Therefore, serious games should be applied to healthcare education due to their ability to engage and motivate learners in an interactive environment.…”

Section: Discussionmentioning

confidence: 99%

“…This approach consequently has been applied to education and training in various fields, such as the military, engineering, computing, health and education . In healthcare education, research in medical and nursing education found positive attitudes of students towards computer games and technology‐enhanced learning . Therefore, serious games should be an option in education and training for healthcare professionals and students.…”

Section: Introductionmentioning

confidence: 99%

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A rapid review of serious games: From healthcare education to dental education

Sipiyaruk

Gallagher

Hatzipanagos

et al. 2018

Eur J Dental Education

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A rapid review of serious games: From healthcare education to dental education

Sipiyaruk

Gallagher

Hatzipanagos

et al. 2018

Eur J Dental Education

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“…Group work is the most common teaching and learning method espoused as meeting the needs of Generation Y students, based on the their experience with gaming, participation in social networking, and being connected 24/7. While not all students are experienced gamers or involved in social networking (Hills, Ryan, Smith, & WarrenForward, 2014;Lynch-Sauer et al, 2011), the desire to work in groups has been identified by many as a teaching and learning preference of this generational group (Oblinger & Oblinger, 2005;Prensky, 2006). Arhin and Cromier (2007) identified that this educational approach is a transformational pedagogy that enables students to voice their opinions, discuss ideas, and develop critical thinking skills, abilities often promoted as essential to the graduating competence of health care students.…”

Section: Community Service/service Learningmentioning

confidence: 99%

Generation Y Health Professional Students’ Preferred Teaching and Learning Approaches: A Systematic Review

Hills¹,

Levett‐Jones²,

Lapkin³

et al. 2017

The Open Journal of Occupational Therapy

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Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up in the digital age and is purported to have different learning preferences from previous generations. Students are important stakeholders in identifying their preferred teaching and learning approaches in health professional programs. This study aimed to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. The review considered any objectively measured or self-reported outcomes of teaching and learning reported from Generation Y health professional student perspectives. In accordance with a previously published Joanna Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and dental hygiene students) and three dissertations (nursing) were critically appraised. All studies were crosssectional descriptive studies. A range of pedagogical approaches was reported, including lecture, group work, and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the evidence as Level 3. Some generational differences were reported, but these were inconsistent across the studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the preferred educational approaches of health professional students and further research is warranted. KeywordsTeaching and Learning, Generation Y students, Millennials, Health Professions Complete Author ListCaroline Mary Hills, Tracy Levett-Jones, Samuel Lapkin, and Helen Warren-Forward This topics in education is available in The Open Journal of Occupational Therapy: http://scholarworks.wmich.edu/ojot/vol5/iss1/ 12The goal of health professional education is to produce competent graduates who are eligible for registration with a regulatory body. quality teaching and learning resources and curricula. The objectives of this review were to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. Research QuestionThe research question addressed by this study was: "What teaching and learning strategies do Generation Y health professional students prefer?" Method Criteria for Considering StudiesThe systematic review was conducted according to priori methodology outlined in a protocol that was peer-reviewed and published on Search StrategyThe search strategy was developed to find both published and unpublished studies, limited to the English language, and restricted to January Data CollectionData were extracted from the papers in the review using the standardized data extraction tool from the JBI. The extracted data included specific details about the participants' demographics and the sample size, study methods, interventions, number and reasons for withdrawals and dropouts, and any outcomes of significance with regard to the aim of the review. Data Synth...

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“…28 Similarly, Millennial nursing students also support the use of gaming and new media technologies in nursing education. 29 Specific to pharmacy education, Persky and colleagues 30 developed and evaluated three interactive games designed to review material and promote critical thinking skills in a basic and clinical pharmacokinetics course. Overall, games appeared to have a positive impact on grades and students found the games enjoyable.…”

Section: Implications Of Games In Pharmacy and Health Care Educationmentioning

confidence: 99%