Research Article
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Using a Board Game to Learn a Physical Assessment Course in Nursing Education: A Randomized Controlled Study

Year 2024, , 259 - 267, 27.09.2024
https://doi.org/10.17049/jnursology.1428436

Abstract

Objective: Nursing students are expected to acquire the skills necessary to provide competent patient care in complex healthcare settings. This study aimed to explore the effect of a physical assessment board game on nursing students’ knowledge level and determine their opinions about the game.

Methods: A randomized controlled study design was used. The study was conducted from December 2019 to January 2020 among 56 nursing students (game group= 28, control group= 28) enrolled in an undergraduate nursing program in Türkiye. The data were collected using the Kolb’s Learning Styles Inventory to determine students’ learning styles, the Knowledge Evaluation Form for physical assessment, and the Student Opinion Form for students’ opinions about the game. Mean scores for the pre-test and post-tests were compared using independent and paired sample t-tests.

Results: A significant difference was found between the pre-test and post-test knowledge scores of the game group (P<.05). The mean post-test knowledge score of the students in the game group was higher than that of the students in the control group, and the difference between the groups was statistically significant (P<.05).

Conclusion: The game was beneficial for teaching physical assessment course. Future studies should incorporate different game samples, such as the development of a web-based game, as this study focused on a board game that supported physical assessment skills.

References

  • 1. Liu Y, Aungsuroch Y. Current literature review of registered nurses’ competency in the global community. J Nurs Scholarsh. 2018;50(2):191-9. https://doi.org/10.1111/jnu.12361
  • 2. Lyle-Edrosolo G, Waxman KT. Aligning healthcare safety and quality competencies: quality and safety education for nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) magnet® standards crosswalk. Nurse Lead. 2016;14(1):70-5. https://doi.org/10.1016/j.mnl.2015.08.005
  • 3. Kurt Y, Özkan ÇG, Öztürk, H. Nursing students' classroom climate perceptions: a longitudinal study. Nurse Educ Today. 2022;111:105311. https://doi.org/10.1016/j.nedt.2022.105311
  • 4. Naciri A, Hajji ME, Radid M, Kharbach A, Chemsi G. Exploring student motivation and performance in the flipped classroom: a case study of nursing students. Electronic Journal of General Medicine. 2022;19(3):em364. https://doi.org/10.29333/ejgm/11796
  • 5. Hamdaoui N, Idrissi MK, Bennani S. Modeling learners in educational games: relationship between playing and learning styles. Simul Gaming. 2018;49(6):675-99. https://doi.org/10.1177/1046878118783804
  • 6. Vizeshfar F, Torabizadeh C. The effect of teaching based on dominant learning style on nursing students' academic achievement. Nurse Educ Pract. 2018;28:103-8. https://doi.org/10.1016/j.nepr.2017.10.013
  • 7. Yuh-Shiow L, Wen-Pin Y, Chin-Fang L, Sue-Heui S, Bao-Huan Y. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs. Contemp Nurse. 2014;48(2):229-39. https://doi.org/10.1080/10376178.2014.11081945
  • 8. Boctor L. Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Educ Pract. 2013;13:96-100. https://doi.org/10.1016/j.nepr.2012.07.010
  • 9. Kinder FD, Kurz JM. Gaming strategies in nursing education. Teach Learn Nurs. 2018;13:212-14. https://doi.org/10.1016/j.teln.2018.05.001
  • 10. Pront L, Müller A, Koschade A, Hutton A. Gaming in nursing education. Nurse Education Perspectives. 2018;39:23–8. https://doi.org/10.1097/01.NEP.0000000000000251
  • 11. Waltz CF, Jenkins LS, Han N. The use and effectiveness of active learning methods in nursing and health professions education: a literature review. Nurs Educ Perspect. 2014;35(6):392-400. http://dx.doi.org/10.5480/13-1168
  • 12. Akl EA, Pretorius RW, Sackett K., Erdley WS, Bhoopathi PS, Alfarah Z, Schünemann HJ. The effect of educational games on medical students’ learning outcomes: a systematic review: BEME Guide No 14. Med Teach. 2010;32(1):16-27. https://doi.org/10.3109/01421590903473969
  • 13. Paras B, Bizzocchi J. Game, motivation, and effective learning: an integrated model for educational game design. In Digital Games Research Association. Proceedings of DIGRA. Vancouver, Canada; 2005. http://www.digra.org/digital-library/publications/game-motivation-and-effective-learning-an-integrated-model-for-educational-game-design/
  • 14. Gibson V, Douglas M. Criticality: The experience of developing an interactive educational tool based on board games. Nurse Educ Today. 2013;33(12):1612-6. https://doi.org/10.1016/j.nedt.2013.01.022
  • 15. Stanley D, Latimer K. “The Ward”: A simulation game for nursing students. Nurse Educ Pract. 2011;11:20-5. https://doi.org/10.1016/j.nepr.2010.05.010
  • 16. Sung HY, Hwang GJ, Yen YF. Development of a contextual decision-making game for improving students’ learning performance in a health education course. Comput Educ. 2015;82:179-90. http://dx.doi.org/10.1016/j.compedu.2014.11.012
  • 17. Metcalf BL, Yankou, D. Using gaming to help nursing students understand ethics. J Nurs Educ. 2003;42(5):212-5. https://doi.org/10.3928/0148-4834-20030501-07
  • 18. Strickland HP, Kaylor SK. Bringing your a-game: educational gaming for student success. Nurse Educ Today. 2015;40:101-03. https://doi.org/10.1016/j.nedt.2016.02.014
  • 19. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: systematic review. J Adv Nurs. 2009;65(2):259-69. https://doi.org/10.1111/j.1365-2648.2008.04843.x
  • 20. Gauthier A, Kato PM, Bul KC, Dunwell I, Walker-Clarke A, Lameras P. Board games for health: A systematic literature review and meta-analysis. Games Health J. 2019;8(2):85-100. https://doi.org/10.1089/g4h.2018.0017
  • 21. Evin Gencel İ. Kolb’un deneyimsel öğrenme kuramına dayalı Öğrenme Stilleri Envanteri III’ü Türkçe’ye uyarlama çalışması. D.E.Ü. Sosyal Bilimler Enstitüsü Dergisi. 2007;9(2):120-129.
  • 22. Görgülü S. Physical examination methods for nurses. İstanbul: İstanbul Tıp Kitabevi; 2014.
  • 23. Potter PA, Griffin Perry A, Stockheart PA, Hall AM. Fundamentals of nursing. Elsevier; 2016.
  • 24. Correll A, Regueras LM, Verdu E, Verdu MJ, de Castro JP. Effects of competitive learning tools on medical students: A case study. Plos ONE. 2018;13(3). https://doi.org/10.1371/journal.pone.0194096
  • 25. Koivisto JM, Haavisto E, Niemi H, Haho P, Nylund S, Multisilta, J. Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Educ Today. 2018;60:114-20. https://doi.org/10.1016/j.nedt.2017.10.002
  • 26. Sealover P, Henderson D. Scoring rewards in nursing education with games. Nurse Educ. 2005;30(6):247-50. https://doi.org/10.1097/00006223-200511000-00008
  • 27. Ismail MSM, Shosha A, Ahmed HAE. Perception of nursing students and educators toward using the game-based learning as an active learning strategy. Journal of Nursing and Health Science. 2019;8(1):78-91. https://doi.org/10.9790/1959-0801017891
  • 28. Mahasneh D, Shoqirat N, Singh C, Hawks, M. “From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan. Teaching and Learning in Nursing. 2021;16(1):5-9. https://doi.org/10.1016/j.teln.2020.09.008
  • 29. Shorey S, Chan V, Rajendran P, Ang E. Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse Educ Pract. 2021;57:103247. https://doi.org/10.1016/j.nepr.2021.103247
  • 30. Ezzeddine N, Hughes J, Kaulback S, Houk S, Mikhael J, Vickery A. Implications of understanding the undergraduate nursing students' learning styles: A discussion paper. Journal of Professional Nursing. 2023;49:95-101. https://doi.org/10.1016/j.profnurs.2023.09.006
  • 31.Kolb D. Experiental learning: experience as the source of learning and development. New Jersey: Prentice-Hall; 1984.
  • 32. Çakar M, Yıldırım Şişman N, Oruç D. Health risks in nursing students’ clinical applications. DEUHEFED. 2019;12(2):116-125. https://dergipark.org.tr/en/pub/deuhfed/issue/54241/735038
  • 33. Fırat Kılıç H. The relationship between nursing students’ educational stress and professional self-esteem. HUHEMFAD. 2018;5(11):49-59. https://doi.org/10.31125/hunhemsire.431130
  • 34. Jaffe L. Games are multidimensional in educational situations. In: Bradshaw MJ, Lowenstein AJ, eds. Innovative Teaching Strategies in Nursing and Related Health Professions. Boston: Jones & Bartlett Learning; 2011:175-187.

Hemşirelik Eğitiminde Fiziksel Değerlendirme Dersinde Masa Oyununun Kullanılması: Randomize Kontrollü Bir Çalışma

Year 2024, , 259 - 267, 27.09.2024
https://doi.org/10.17049/jnursology.1428436

Abstract

Amaç: Hemşirelik öğrencilerinin karmaşık sağlık bakım ortamlarında yetkin hasta bakımı sağlamak için gerekli becerileri kazanmaları beklenmektedir. Bu çalışmanın amacı fiziksel değerlendirme dersi için geliştirilen masa oyununun hemşirelik öğrencilerinin bilgi düzeylerine etkisini ve oyun hakkındaki görüşlerini belirlemektir.

Yöntemler: Araştırmada randomize kontrollü araştırma deseni kullanılmıştır. Aralık 2019-Ocak 2020 tarihleri arasında Türkiye'de bir hemşirelik lisans programına kayıtlı 56 hemşirelik öğrencisi (oyun grubu= 28, kontrol grubu= 28) ile araştırma gerçekleştirilmiştir. Veriler, öğrencilerin öğrenme stillerini belirlemek için Kolb Öğrenme Stilleri Envanteri, fiziksel değerlendirme için Bilgi Değerlendirme Formu ve öğrencilerin oyun hakkındaki görüşleri için Öğrenci Görüş Formu kullanılarak toplanmıştır. Ön test ve son test ortalama puanları bağımlı ve bağımsız gruplarda t testleri kullanılarak karşılaştırılmıştır.

Bulgular: Oyun grubunun ön test ve son test bilgi puanları arasında anlamlı farklılık bulunmuştur (P<.05). Oyun grubundaki öğrencilerin son test bilgi puanı ortalaması kontrol grubundaki öğrencilere göre daha yüksek olup, gruplar arasındaki fark istatistiksel olarak anlamlıdır (P<.05).

Sonuç: Araştırmada geliştirilen oyun, fiziksel değerlendirme derslerini öğretmek için faydalı bulunmuştur. Bu çalışma, fiziksel değerlendirme becerilerini destekleyen bir masa oyununa odaklandığından, gelecekteki çalışmaların web tabanlı bir oyun geliştirilmesi gibi farklı oyun örneklerini içermesi önerilmektedir.

Ethical Statement

Ethical approval was obtained from the University Ethics Board (2019/274).

References

  • 1. Liu Y, Aungsuroch Y. Current literature review of registered nurses’ competency in the global community. J Nurs Scholarsh. 2018;50(2):191-9. https://doi.org/10.1111/jnu.12361
  • 2. Lyle-Edrosolo G, Waxman KT. Aligning healthcare safety and quality competencies: quality and safety education for nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) magnet® standards crosswalk. Nurse Lead. 2016;14(1):70-5. https://doi.org/10.1016/j.mnl.2015.08.005
  • 3. Kurt Y, Özkan ÇG, Öztürk, H. Nursing students' classroom climate perceptions: a longitudinal study. Nurse Educ Today. 2022;111:105311. https://doi.org/10.1016/j.nedt.2022.105311
  • 4. Naciri A, Hajji ME, Radid M, Kharbach A, Chemsi G. Exploring student motivation and performance in the flipped classroom: a case study of nursing students. Electronic Journal of General Medicine. 2022;19(3):em364. https://doi.org/10.29333/ejgm/11796
  • 5. Hamdaoui N, Idrissi MK, Bennani S. Modeling learners in educational games: relationship between playing and learning styles. Simul Gaming. 2018;49(6):675-99. https://doi.org/10.1177/1046878118783804
  • 6. Vizeshfar F, Torabizadeh C. The effect of teaching based on dominant learning style on nursing students' academic achievement. Nurse Educ Pract. 2018;28:103-8. https://doi.org/10.1016/j.nepr.2017.10.013
  • 7. Yuh-Shiow L, Wen-Pin Y, Chin-Fang L, Sue-Heui S, Bao-Huan Y. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs. Contemp Nurse. 2014;48(2):229-39. https://doi.org/10.1080/10376178.2014.11081945
  • 8. Boctor L. Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Educ Pract. 2013;13:96-100. https://doi.org/10.1016/j.nepr.2012.07.010
  • 9. Kinder FD, Kurz JM. Gaming strategies in nursing education. Teach Learn Nurs. 2018;13:212-14. https://doi.org/10.1016/j.teln.2018.05.001
  • 10. Pront L, Müller A, Koschade A, Hutton A. Gaming in nursing education. Nurse Education Perspectives. 2018;39:23–8. https://doi.org/10.1097/01.NEP.0000000000000251
  • 11. Waltz CF, Jenkins LS, Han N. The use and effectiveness of active learning methods in nursing and health professions education: a literature review. Nurs Educ Perspect. 2014;35(6):392-400. http://dx.doi.org/10.5480/13-1168
  • 12. Akl EA, Pretorius RW, Sackett K., Erdley WS, Bhoopathi PS, Alfarah Z, Schünemann HJ. The effect of educational games on medical students’ learning outcomes: a systematic review: BEME Guide No 14. Med Teach. 2010;32(1):16-27. https://doi.org/10.3109/01421590903473969
  • 13. Paras B, Bizzocchi J. Game, motivation, and effective learning: an integrated model for educational game design. In Digital Games Research Association. Proceedings of DIGRA. Vancouver, Canada; 2005. http://www.digra.org/digital-library/publications/game-motivation-and-effective-learning-an-integrated-model-for-educational-game-design/
  • 14. Gibson V, Douglas M. Criticality: The experience of developing an interactive educational tool based on board games. Nurse Educ Today. 2013;33(12):1612-6. https://doi.org/10.1016/j.nedt.2013.01.022
  • 15. Stanley D, Latimer K. “The Ward”: A simulation game for nursing students. Nurse Educ Pract. 2011;11:20-5. https://doi.org/10.1016/j.nepr.2010.05.010
  • 16. Sung HY, Hwang GJ, Yen YF. Development of a contextual decision-making game for improving students’ learning performance in a health education course. Comput Educ. 2015;82:179-90. http://dx.doi.org/10.1016/j.compedu.2014.11.012
  • 17. Metcalf BL, Yankou, D. Using gaming to help nursing students understand ethics. J Nurs Educ. 2003;42(5):212-5. https://doi.org/10.3928/0148-4834-20030501-07
  • 18. Strickland HP, Kaylor SK. Bringing your a-game: educational gaming for student success. Nurse Educ Today. 2015;40:101-03. https://doi.org/10.1016/j.nedt.2016.02.014
  • 19. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: systematic review. J Adv Nurs. 2009;65(2):259-69. https://doi.org/10.1111/j.1365-2648.2008.04843.x
  • 20. Gauthier A, Kato PM, Bul KC, Dunwell I, Walker-Clarke A, Lameras P. Board games for health: A systematic literature review and meta-analysis. Games Health J. 2019;8(2):85-100. https://doi.org/10.1089/g4h.2018.0017
  • 21. Evin Gencel İ. Kolb’un deneyimsel öğrenme kuramına dayalı Öğrenme Stilleri Envanteri III’ü Türkçe’ye uyarlama çalışması. D.E.Ü. Sosyal Bilimler Enstitüsü Dergisi. 2007;9(2):120-129.
  • 22. Görgülü S. Physical examination methods for nurses. İstanbul: İstanbul Tıp Kitabevi; 2014.
  • 23. Potter PA, Griffin Perry A, Stockheart PA, Hall AM. Fundamentals of nursing. Elsevier; 2016.
  • 24. Correll A, Regueras LM, Verdu E, Verdu MJ, de Castro JP. Effects of competitive learning tools on medical students: A case study. Plos ONE. 2018;13(3). https://doi.org/10.1371/journal.pone.0194096
  • 25. Koivisto JM, Haavisto E, Niemi H, Haho P, Nylund S, Multisilta, J. Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Educ Today. 2018;60:114-20. https://doi.org/10.1016/j.nedt.2017.10.002
  • 26. Sealover P, Henderson D. Scoring rewards in nursing education with games. Nurse Educ. 2005;30(6):247-50. https://doi.org/10.1097/00006223-200511000-00008
  • 27. Ismail MSM, Shosha A, Ahmed HAE. Perception of nursing students and educators toward using the game-based learning as an active learning strategy. Journal of Nursing and Health Science. 2019;8(1):78-91. https://doi.org/10.9790/1959-0801017891
  • 28. Mahasneh D, Shoqirat N, Singh C, Hawks, M. “From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan. Teaching and Learning in Nursing. 2021;16(1):5-9. https://doi.org/10.1016/j.teln.2020.09.008
  • 29. Shorey S, Chan V, Rajendran P, Ang E. Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse Educ Pract. 2021;57:103247. https://doi.org/10.1016/j.nepr.2021.103247
  • 30. Ezzeddine N, Hughes J, Kaulback S, Houk S, Mikhael J, Vickery A. Implications of understanding the undergraduate nursing students' learning styles: A discussion paper. Journal of Professional Nursing. 2023;49:95-101. https://doi.org/10.1016/j.profnurs.2023.09.006
  • 31.Kolb D. Experiental learning: experience as the source of learning and development. New Jersey: Prentice-Hall; 1984.
  • 32. Çakar M, Yıldırım Şişman N, Oruç D. Health risks in nursing students’ clinical applications. DEUHEFED. 2019;12(2):116-125. https://dergipark.org.tr/en/pub/deuhfed/issue/54241/735038
  • 33. Fırat Kılıç H. The relationship between nursing students’ educational stress and professional self-esteem. HUHEMFAD. 2018;5(11):49-59. https://doi.org/10.31125/hunhemsire.431130
  • 34. Jaffe L. Games are multidimensional in educational situations. In: Bradshaw MJ, Lowenstein AJ, eds. Innovative Teaching Strategies in Nursing and Related Health Professions. Boston: Jones & Bartlett Learning; 2011:175-187.
There are 34 citations in total.

Details

Primary Language English
Subjects Nurse Education
Journal Section Research Articles
Authors

Ayşe Demiray 0000-0003-3100-9115

Ayşegül Açıl 0000-0003-4330-8921

Early Pub Date September 26, 2024
Publication Date September 27, 2024
Submission Date January 30, 2024
Acceptance Date September 4, 2024
Published in Issue Year 2024

Cite

AMA Demiray A, Açıl A. Using a Board Game to Learn a Physical Assessment Course in Nursing Education: A Randomized Controlled Study. Journal of Nursology. September 2024;27(3):259-267. doi:10.17049/jnursology.1428436

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