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Gaming in Nursing Education: A Literature Review
Leeanne Pront1, Amanda Müller, Adam Koschade
1About the Authors Leeanne Pront, BNg (Hons), RN, is a PhD candidate and associate lecturer, School of Nursing and Midwifery, Flinders University, Adelaide, Australia. Amanda Müller, PhD, is a senior lecturer, English for Special Purposes, School of Nursing and Midwifery, Flinders University. Adam Koschade, MA, BA, is a PhD candidate, School of Nursing and Midwifery, Flinders University. Alison Hutton, PhD, RN, is a professor, University of Newcastle, Australia. Funding for this research was received from the Flinders University School of Nursing and Midwifery: Start-up grant. For more information, contact Leeanne Pront at leeanne.pront@flinders.edu.au.
Aim:
The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits.
Background:
Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources.
Method:
A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature.
Results:
Evaluations of identified games found generally positive results regarding usability and effectiveness of videogames in nursing education. Analysis of advantages of videogames in nursing education identified potential benefits for decision-making, motivation, repeated exposure, logistical, and financial value.
Conclusion:
Despite the paucity of games available and the methodological limitations identified, findings provide evidence to support the potential effectiveness of videogames as a learning resource in nursing education.
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