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Effective Method for Nurses Education: Gaming versus Lecturing.
Izzeldeen Almashayek1, Hisham Al-Khateeb1, Mustafa Bader1
1Pediatric Ward, King Hussein Cancer Center, Amman, The Hashimate kingdom of Jordan.
Asian Pacific Journal of Cancer Prevention : APJCP
|August 29, 2022
Summary
Traditional lecturing was more effective than game-based learning for improving newly employed nurses' knowledge acquisition. Further research is needed to fully evaluate game-based learning effectiveness in nursing education.
Area of Science:
- Nursing Education
- Medical Education
- Healthcare Professional Development
Background:
- No consensus exists on the optimal teaching method for nursing education.
- Traditional lecturing and game-based learning are common educational approaches.
- Evaluating knowledge acquisition in newly employed nurses is crucial.
Purpose of the Study:
- To compare the effectiveness of game-based learning versus traditional lecturing.
- To assess knowledge acquisition in newly employed nurses.
- To inform best practices in nursing education.
Main Methods:
- A quasi-experimental study was conducted with 156 newly employed nurses.
- Participants were divided into a lecture group (70 nurses) and a game group (86 nurses).
- Knowledge acquisition was measured using a 15-question pretest and posttest instrument on pressure injuries.
Main Results:
- Both lecture and game-based learning significantly improved nurse knowledge (P < 0.001).
- Traditional lecturing resulted in significantly higher posttest scores compared to game-based learning (mean difference = 0.83, P = 0.003).
- The lecture group demonstrated superior knowledge acquisition.
Conclusions:
- Traditional lecturing was more effective than game-based learning for enhancing nurse knowledge.
- Further research with larger samples is recommended to explore game-based learning's potential.
- Findings suggest lecture-based instruction may be preferable for immediate knowledge acquisition in this context.
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