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J Nurs Adm. 2017 Sep;47(9):448-453. doi: 10.1097/NNA.0000000000000512.

Using Gamification to Improve Productivity and Increase Knowledge Retention During Orientation.

Author information

1
Author Affiliations: Sr Director of Research, Education and Informatics and Magnet Program Director (Dr Brull), Sr Vice-President of Operations (Dr Finlayson), Clinical Nurse Educator (Ms Kostelec), BioStatistician (Dr MacDonald), and Director of Professional Practice (Dr Krenzischeck), Patient Care Services, Mercy Medical Center, Baltimore, Maryland.

Abstract

BACKGROUND:

Nursing administrators must provide cost-effective and efficient ways of orientation training. Traditional methods including classroom lecture can be costly with low retention of the information. Gamification engages the user, provides a level of enjoyment, and uses critical thinking skills.

PURPOSE:

The aim of this study is to explore the effectiveness, during orientation, of 3 different teaching methods: didactic, online modules, and gamification. Specifically, is there a difference in nurses' clinical knowledge postorientation using these learning approaches?

METHODS:

A quasi-experimental study design with a 115-person convenience sample split nurses into 3 groups for evaluation of clinical knowledge before and after orientation.

RESULTS:

The gamification orientation group had the highest mean scores postorientation compared with the didactic and online module groups.

CONCLUSIONS:

Findings demonstrate gamification as an effective way to teach when compared with more traditional methods. Staff enjoy this type of learning and retained more knowledge when using gaming elements.

PMID:
28834805
DOI:
10.1097/NNA.0000000000000512
[Indexed for MEDLINE]

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