Hemşirelik Eğitiminde Teori ve Uygulamanın Bütünleştirilmesinde Eğitim Aracı Olarak Simülasyon Oyunlarının Kullanımı

Öz

Hemşirelik eğitiminde simülasyon oyunlarının aktif öğrenme ortamlarının oluşturulmasında kullanımı giderek artan bir yaklaşım olarak ortaya çıkmaktadır. Simülasyon oyunları öğrencilerin öğrenmeye motive olmasında, öğrenilen bilginin içselleştirilmesi ve uygulamaya aktarılmasında, eğitim müfredatına bağlı stresin yönetilmesinde olumlu etki oluşturmaktadır. Özellikle hemşirelik gibi disiplinler arası uyumlu çalışma gerekliliği bulunan mesleklerde ekip çalışması ve iş birliği, klinik karar verme, düşünme becerilerinin kazanılmasında da simülasyon oyunlarının yarar sağlayacağı vurgulanmaktadır. Bununla birlikte ders içeriğine uygun simülasyon oyunlarının tasarlanması, hemşire eğitimcilerin simülasyon oyunlarının tasarlanma aşamasında yer almaması, simülasyon oyunlarının eğitimde etkin kullanılmasına yönelik kanıtlara gereksinimin olması ve eğitim müfredatında simülasyon oyunlarının etkili olarak entegre edilememesi simülasyon oyunlarının öğrenme ortamlarında tercih edilmesine engel oluşturmaktadır. Bu derlemede simülasyon oyununun tasarım özellikleri ve hemşirelik eğitiminde kullanılan oyunlardan örnekler sunularak, hemşirelik eğitiminde simülasyon oyunları kullanımının yararlarının ve zorluklarının açıklanması amaçlanmıştır.

Anahtar Kelimeler

• Hemşirelik
• Hemşirelik eğitimi
• Hemşirelik öğrencileri

Usage of Simulation Games as an Educational Tool for Integrating Theory and Practice in Nursing Education

Öz

The use of simulation games creating active learning environments in nursing education is emerging as an increasing approach. Simulation games have a positive effect on motivating students to learn, transferring the knowledge to practice, and managing the stress related to the curriculum. It is emphasized that simulation games will also be beneficial for the acquisition of teamwork and cooperation, clinical decision-making and thinking skills, especially in professions such as nursing that require interdisciplinary work. In addition, the design of simulation games suitable for the course content, the fact that nurse educators are not involved in the design of simulation games, the need for evidence for the effective use of simulation games in education and the inability to integrate simulation games effectively in curriculum prevent the use of simulation games in learning environments. In this review, it is aimed to explain the benefits and difficulties of the use of simulation games in nursing education by presenting the design features of the simulation game and examples from the games used in nursing education.

Anahtar Kelimeler

• Nursing
• Nursing education
• Nursing students

Kaynakça

1. 1. Ağaçdiken, S., Boğa, N.M., Özdelikara, A. (2016). Hemşirelik öğrencilerinin hemşirelik eğitimine yönelik yaşadıkları stres düzeyinin belirlenmesi. Samsun Sağlık Bilimleri Dergisi, 1(1), 25-41.
2. 2. Billings, D., Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier
3. 3. Blakely, G., Skirton, H., Cooper, S., Allum, P., Nelmes, P. (2010). Use of educational games in the health professions: A mixed methods study of educators’ perspectives in the UK. Nursing and Health Sciences, 12, 27–32. https://doi.org/10.1111/j.1442-2018.2009.00479.x
4. 4. Bradshaw, M.J., Lowenstein, A.J. (2011). Innovative teaching strategies in nursing and related health professions. Boston: Jones & Bartlett Learning.
5. 5. Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13, 96-100. https://doi.org/10.1016/j.nepr.2012.07.010
6. 6. Bowers, S. (2011). Making a game of urgent care: Simulation for nursing students. Emergency Nurse, 19(7), 1. https://doi.org/10.7748/en2011.11.19.7.26.c8813
7. 7. Christopher, E.M. (1999). Simulations and games as subversive activities. Simulation & Gaming, 30(4), 441-455. https://doi.org/10.1177/10468781990300040
8. 8. Coutinho, V.R.D., Martins, J.C.A., Pereira, F. (2016). Structured debriefing in nursing simulation: Students’ perceptions. Journal of Nursing Education and Practice, 6(9), 127-134. http://dx.doi.org/10.5430/jnep.v6n9p127

9. 9. Culha, I. Active learning methods used in nursing education. Journal of Pedagogical Research, 3(2), 74-87. https://doi.org/10.33902/JPR.2019254174
10. 10. Daniau, S. (2016). The transformative potential of role-playing games: From play skills to human skills. Simulation & Gaming, 47(4), 423-444. https://doi.org/10.1177/1046878116650765
11. 11. Dufrene, C, Young, A. (2014). Succesful Debriefing – Best methods to achieve positive learning outcomes: A literature review. Nurse Education Today, 34, 372-376. https://doi.org/10.1016/j.nedt.2013.06.026
12. 12. Duygulu, S., Kublay, G. (2008). Yönetici hemşirelerin ve birlikte çalıştıkları hemşirelerin liderliğe ilişkin değerlendirmeleri ve yönetici hemşirelerin sahip oldukları liderlik özellikleri. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 15(1), 1-15.
13. 13. Feinstein, A. H., Mann, S., Corsun, D. L. (2002). Charting the experiential territory: Clarifying definitions and uses of computer simulation, games, and role play. Journal of Management Development, 21(10), 732-744. https://doi.org/10.1108/02621710210448011
14. 14. Fırat Kılıç, H. (2018). Hemşirelik öğrencilerinin eğitim stresi ve mesleki benlik saygısı arasındaki ilişki. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 5(1), 49-59.
15. 15. Garris, R., Ahlers, R., Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
16. 16. Gaberson, K. B., Oermann, M. H., Shellenbarger, T. (2015). Clinical teaching strategies in nursing. Springer.
17. 17. Gómez-Urquizaa, J.L., Gómez-Salgadob, J., Albendín-Garcíaa, L., Correa-Rodrígueza, M., González-Jiméneza, E., Cañadas-De la Fuentea, G.A. (2019). The impact on nursing students' opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse Education. Today, 72, 73-76. https://doi.org/10.1016/j.nedt.2018.10.018
18. 18. Hamari, J., Koivisto, J., Sarsa, H. (2014). "Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification," 2014 47th Hawaii International Conference on System Sciences, pp. 3025-3034, https://doi.org/10.1109/HICSS.2014.377.
19. 19. Havola, S., Koivisto, J. M., Mäkinen, H., & Haavisto, E. (2020). Game elements and instruments for assessing nursing students' experiences in learning clinical reasoning by using simulation games: an integrative review. Clinical Simulation in Nursing, 46, 1-14. https://doi.org/10.1016/j.ecns.2020.04.003
20. 20. Hayden, J.K, Smiley, R.A, Alexander, M., Kardong-Edgren, S., Jeffries, P.R. (2014). The national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. J Nurs Regul, 5, 3-40. https://doi.org/10.1016/S2155-8256(15)30062-4
21. 21. Jeffries, P.R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103
22. 22. Juul, J. (2003). The game, the player, the world: Looking for a heart of games. Level Up: Digital Games Research Conference Proceedings. Utrecht: Utrecht University.
23. 23. Kaufmann, D., Sauve, L. (2010). Educational gameplay and simulation environments: Case studies and lessons learned. Hershey: Information Science Reference.
24. 24. Kinder, F.D., Kurz, J.M. (2018). Gaming strategies in nursing education. Teaching and Learning in Nursing, 13, 212-214. https://doi.org/10.1016/j.teln.2018.05.001
25. 25. Kirriemuir, J., McFarlane, A. (2004). Literature review in games and learning: A Report for NESTA Futurelab. 26. Koivisto, J. M., Haavisto, E., Niemi, H., Haho, P., Nylund, S., Multisilta, J. (2018). Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Education Today, 60, 114-120. https://doi.org/10.1016/j.nedt.2017.10.002
26. 27. Lean, J., Mozier, J., Towler, M., Abbey, C. (2006). Simulation and games: Use and barriers in higher education. Active Learning in Higher Education, 7(3): 227-242. https://doi.org/10.1177/146978740606905
27. 28. Marczewski, A. A player framework for gamification design. http://www.gamified.uk/
28. 29. Mawhirter, D. A., Garofalo, P. F. (2016). Expect the unexpected: Simulation games as a teaching strategy. Clinical Simulation in Nursing, 12(4), 132-136. https://doi.org/10.1016/j.ecns.2015.12.009
29. 30. McEnroe-Petitte, D., Farris, C. (2020). Using gaming as an active teaching strategy in nursing education. Teaching and Learning in Nursing, 15(1), 61-65. https://doi.org/10.1016/j.teln.2019.09.002
30. 31. Navarra, A.M., Stimpfel, A.W., Rodriguez, K., Lim, F., Nelson, N., Slater, L.Z. (2018). Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students. Nurse Education Today, 61, 20-24. https://doi.org/10.1016/j.nedt.2017.10.009
31. 32. Palaganas, J.C., Fey, M., Simon, R. (2016). Structured debriefing in simulation-based education. AACN Advanced Critical Care, 27(1), 78-85. https://doi.org/10.4037/aacnacc2016328
32. 33. Peddle, M. (2011). Simulation gaming in nurse education; entertainment or learning? Nurse Education Today, 31, 647-649. https://doi.org/10.1016/j.nedt.2010.12.009
33. 34. Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
34. 35. Prensky, M. (2003). Digital game based learning. ACM Computers in Entertainment, 1(1), 1-4.
35. 36. Royse, M.A., Newton, S.E. (2007). How gaming is used as an innovative strategy for nursing education. Gaming in Education, 28(5), 263-267.
36. 37. Saastamoinen, T., Härkänen, M., Vehviläinen-Julkunen, K., & Näslindh-Ylispangar, A. (2022). Impact of 3D Simulation Game as a Method to Learn Medication Administration Process: Intervention Research for Nursing Students. Clinical Simulation in Nursing, 66, 25-43. https://doi.org/10.1016/j.ecns.2022.02.005
37. 38. Sand A. (2003). Nurses' personalities, nursing‐related qualities and work satisfaction: A 10‐year perspective. Journal of Clinical Nursing, 12(2), 177-187. https://doi.org/10.1046/j.1365-2702.2003.00729.x
38. 39. Sailer, M., Hense, J. U., Mayr, S. K., Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. https://doi.org/10.1016/j.chb.2016.12.033
39. 40. Schell (2015). The art of game design: a book of lenses. 2nd edition. Boca Raton, FL: CRC press.
40. 41. Sheahan, L., While, A., Bloomfield, J. (2015). An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students. Nurse Education Today, 35(12), 1148-1154. https://doi.org/10.1016/j.nedt.2015.05.002
41. 42. Stanley, D., Latimer, K. (2011).“The Ward” : A simulation game for nursing students. Nurse Education in Practice, 11, 20-25. https://doi.org/10.1016/j.nepr.2010.05.010
42. 43. Strickland, H.P., Kaylor, S.K. (2015). Bringing your a-game: Educational gaming for student success. Nurse Education Today, 40, 101-103. https://doi.org/10.1016/j.nedt.2016.02.014
43. 44. Şahin, G., Başak, T. (2019). Hemşirelik eğitiminde oyun temelli öğrenme. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 8(3), 308-314.
44. 45. Terzioğlu, F., Yücel, Ç., Koç, G., Şimşek, Ş., Yaşar, B.N., Uslu Şahan, F…….Yıldırım, S. (2016). A new strategy in nursing education: From hybrid simulation to clinical practice. Nurse Education Today, 39, 104-108. https://doi.org/10.1016/j.nedt.2016.01.009
45. 46. Waltz, C.F., Jenkins, L.S., Han, N. (2014). The use and effectiveness of active learning methods in nursing and health professions education: A literature review. Nursing Education Perspectives, 35(6), 392-400. https://doi.org/10.5480/13-1168
46. 47. Wildman, S., Reeves, M. (1996). The utilization and evaluation of a simulation game in pre-registration nurse education. Nurse Education Today, 16, 334-339. https://doi.org/10.1016/S0260-6917(96)80006-2
47. 48. Yılmaz, E.A. (2022). Oyunlaştırma. 7. Baskı. İstanbul: Abaküs Kitap.
48. 49. Yılmaz, M., Yaman, Z., Erdoğan, S. (2017). Öğrenci hemşirelerde stres yaratan durumlar ve baş etme yöntemleri. Mersin Üniversitesi Sağlık Bilim Dergisi, 10(2), 88-99. https://doi.org/10.26559/mersinsbd.285766
49. 50. Zapko, K., Ferranto, M.L.G., Blasiman, R., Shelestak, D. (2018). Evaluating best educational practices, student satisfaction, and self-confidence in simulation: A descriptive study. Nurse Education Today, 60, 28-34. https://doi.org/10.1016/j.nedt.2017.09.006