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Published on: December 16, 2010
Perceptions of game-based education among parents during the perinatal period: A mixed studies review
Cheng Yee Lim1, Pao Yi Chan1, Shefaly Shorey1
1Alice lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
Background:
Experiential education, particularly through game-based approaches, has gained recognition for effectively addressing the myriad challenges faced by expectant parents.
Aim:
To consolidate and synthesize the available evidence regarding expectant parents' experiences of game-based perinatal education.
Design:
A mixed studies review.
Data Sources:
Six electronic databases were searched from their inception until March 2024: PubMed, Embase, CINAHL, Web of Science, Scopus, ProQuest Dissertations and Theses Global.
Methods:
This review observed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and was guided by Pluye and Hong's (2014) framework for mixed studies review. Quality appraisal of included studies was conducted using the Mixed Methods Appraisal Tool. A convergent qualitative synthesis design for mixed studies review was adopted to analyse all findings and thematic analysis was conducted.
Findings:
Three themes and 10 subthemes were generated from the eight included studies. The main themes were: (1) Exploring novel frontiers to deliver perinatal education, (2) Empowerment through play: Unveiling key insights and (3) Insights and recommendations.
Conclusion:
The findings suggest that game-based education holds promise as a valuable tool for equipping expectant parents with the necessary knowledge and skills in an engaging and immersive manner to navigate the challenging perinatal period.
Implications For The Profession And/Or Patient Care:
The findings suggest that game-based education holds promise as a valuable tool for equipping expectant parents with the necessary knowledge and skills to navigate the challenging perinatal period. Nurses should consider incorporating or developing a game-based curriculum to supplement current educational classes to encourage parental participation and enhance learning for perinatal education.
Reporting Method:
This study adhered to the PRISMA reporting guidelines.
Patient Or Public Contribution:
No Patient or Public Contribution.
Trial And Protocol Registration:
A protocol was submitted to PROSPERO (CRD42023447527).
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