İç Hastalıkları Hemşireliğinde İletişim Becerileri ve Hemşirelik Yetkinliğine Yönelik Rol Oynamaya Dayalı Oyunlaştırma

Yıl 2024, , 88 - 100, 25.06.2024

Huri Deniz Karcı , Nilay Bektaş Akpınar , Ulviye Özcan Yüce

https://doi.org/10.17049/jnursology.1507481

Öz

Amaç: Bu çalışma, rol-play temelli oyunlaştırmanın İç Hastalıkları Hemşireliğinde semptomların analizi, karar verme, uygun hemşirelik bakımının yönetimi ve hemşirelik öğrencilerinin iletişim becerileri üzerindeki etkisini amaçlamaktadır.

Yöntemler: Katılımcı eylem araştırması olarak tasarlanan araştırma, Ankara'da bulunan özel bir üniversitenin Hemşirelik Bölümünde İç Hastalıkları dersini alan öğrenciler (n=10) ile rol yapma üzerine gerçekleştirildi. Oyunlara hemşirelik girişimlerine uygun ekipmanın seçilmesi ve kullanılmasına ilişkin her sistem için kontrol listeleri eklenmiştir. Dönem sonunda öğrencilerden oyunlaştırma ile sürdürülen öğrenme süreçlerini nitel görüşme yoluyla değerlendirmeleri istendi. Derinlemesine görüşmelerde öğrencilere araştırmacılar tarafından hazırlanan 9 adet yapılandırılmamış açık uçlu soru sorularak veriler toplandı. Verilerin analizi araştırmacılar tarafından elle kodlama yapılarak gerçekleştirilmiştir. Oyunlaştırma tasarımı için Werbach'ın D6 Modeli temel alınarak araştırma hedeflerinden kodlar oluşturulmuştur.

Bulgular: Niteliksel analiz altı ana temayı ortaya çıkardı: (i) İş Hedeflerini Tanımlamak (ii) Hedef Davranışları Tanımlamak (iii) Oyuncuları Tanımlamak (iv) Etkinlik Döngüleri Tasarlamak (v) Araçları Yerleştirmek (vi) Eğlenceyi unutmamak. Bu temalarda öğrenciler derslerde oyun unsurlarının kullanılmasıyla İç Hastalıkları Hemşireliği ile ilgili teorik bilgilerin hatırlanması ve uygulanmasının kolaylaştığını, pratik becerilerinin, zaman yönetimi becerilerinin ve kritik kararverme becerilerinin geliştiğini, ekip içinde etkili iletişimin sağlanması konusunun önemini daha iyi anladıklarını ifade etmişlerdir. Ayrıca öğrenciler teoride öğrenilmesi zor olan iç hastalıklarının temel yönlerini öğrenme deneyiminin oyunlaştırma tekniği ile eğlenceli hale geldiğini ifade etmişlerdir.

Sonuç: Oyunlaştırma kullanımıyla öğrenciler İç Hastalıkları Hemşireliği eğitimine ilişkin hemşirelik bakımı ve iletişim becerilerini motive edici ve daha kalıcı bir şekilde öğrenmişlerdir.

Anahtar Kelimeler

İletişim, eğitim, oyunlaştırma, hemşirelik öğrencisi

Role-Play Based Gamification for Communication Skills and Nursing Competence in Internal Medicine Nursing

Öz

Objective: This study aims to the effect of role-play-based gamification on the analysis of symptoms in Internal Medicine Nursing, decision making, administration of appropriate nursing care, and the communication skills of nursing students.

Methods: The study was designed in participatory action research as a qualitative design. In the action research, gamification elements were constructed on a role-play performance of the students in Nursing Department at a private university in Ankara-Türkiye. A gamification based on systems role play was performed for students taking the internal medicine nursing course (n=10). Checklists for each system regarding the selection and use of equipment appropriate for nursing interventions have been added to the games. At the end of the semester they were asked to evaluate this intervention via qualitative interview. In the in-depth interviews, data were collected by asking the students 9 unstructured open-ended questions prepared by the researchers. Data analysis was carried out by hand coding by the researchers. Codes were created from the research objectives based on Werbach's D6 Model for gamification design.

Results: The qualitative analysis revealed six major themes (i) Defining Business Goals (ii) Delineating Target Behaviors (iii) Describing Players (iv) Devising Activity Loops (v) Deploying Tools (vi) Not forgetting the fun. In these themes, students stated that by using game elements in lessons, it became easier to remember and apply theoretical knowledge about internal medicine nursing, improved their practical skills, time management skills and critical decision-making abilities, and that they better understood the importance of effective communication within the team. Additionally, students stated that the experience of learning the basic aspects of internal diseases, which are difficult to learn in theory, became fun with the gamification technique.

Conclusion: The use of gamification, students learned nursing care and communication skills related to Internal Medicine Nursing education in a motivated and more permanent manner.

Anahtar Kelimeler

Communication, education, gamification, nursing student

Kaynakça

• 1. Xu Y, Lau Y, Cheng LJ, Lau ST. Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review. Nurse Educ Today. 2021;107:105139. https://doi.org/10.1016/j.nedt.2021.105139
• 2. Carey Jeanne. Role-play: A helathcare simulation strategy for teaching problem-solving, communicaiton, & self-awareness. Healthy Simulation. Retrieved 10th May, 2022 from https://www.healthysimulation.com/36410/role-play-teaching-strategy/.
• 3. Ordu Y, Çalışkan N. Hemşirelik eğitiminde oyun temelli öğrenmede yenilikçi bir yaklaşım: Sanal oyun simülasyonu. Journal of Human Sciences. 2021; 18(4):657-664. https://doi.org/10.14687/jhs.v18i4.2021.
• 4. White M, Shellenbarger T. Gamification of Nursing Education With Digital Badges. Nurse Educ. 2018;43(2):78-82. https://doi.org/10.1097/NNE.0000000000000434
• 5. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: systematic review. J Adv Nurs. 2009;65(2):259-269. https://doi.org/10.1111/j.1365-2648.2008.04843.x
• 6. Hanna DR. Using simulations to teach clinical nursing. Nurse Educ. 1991;16(2):28-31. https://doi.org/10.1097/00006223-199103000-00012
• 7. 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;60:114-120. https://doi.org/10.1016/j.nedt.2017.10.002
• 8. Koivisto JM, Niemi H, Multisilta J. et al. Nursing students’ experiential learning processes using an online 3D simulation game. Educ Inf Technol.2017;22: 383–398 https://doi.org/10.1007/s10639-015-9453-x
• 9. Reed JM. Gaming in Nursing Education: Recent Trends and Future Paths. J Nurs Educ. 2020;59(7):375-381. https://doi.org/10.3928/01484834-20200617-04
• 10. Werbach K, Hunter D. The Gamification Toolkit: Dynamics, Mechanics, and Components for the Win. Wharton Digital Press, 2015
• 11. Donley R. Challenges for nursing in the 21st century. Nurs Econ. 2005;23(6):312-279.
• 12. Lombardi BMM, Oblinger DG. Authentic Learning for the 21st Century : An Overview. EDUCAUSE Learning Initiative. 2007; (1): 1-12.
• 13. Patel JJ, Rice T, Heyland DK. Safety and Outcomes of Early Enteral Nutrition in Circulatory Shock. JPEN J Parenter Enteral Nutr. 2020;44(5):779-784. https://doi.org/10.1002/jpen.1793
• 14. Bayram SB, Caliskan N. Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial. Nurse Educ Today. 2019;(79):25-31. https://doi.org/10.1016/j.nedt.2019.05.010.
• 15. Baciu C. From role play to gamification as educational methods. The European Proceedings of Social&Behavioural Sciences. 2016. https://doi.org/10.15405/epsbs.2016.12.5
• 16. Suwanmolee S. Gamified Chaingrai Earthquake lesson learnt for Disaster Education. Disaster Risk Governance Academic Seminar, 2018, South Asia.
• 17. Nickerson S. Role-play: An Often Misused Active Learning Strategy. Essays of Teaching Excellence. Toward the Best in the Academy. 2008; 19(5). http://podnetwork.org/content/uploads/V19-N5-Nickerson.pdf
• 18. Boada I, Rodriguez-Benitez A, Garcia-Gonzalez JM, Olivet J, Carreras V, Sbert M. Using a serious game to complement CPR instruction in a nurse faculty. Comput Methods Programs Biomed. 2015;122(2):282-291. https://doi.org/10.1016/j.cmpb.2015.08.006
• 19. Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebø Å. A Serious Game for Teaching Nursing Students Clinical Reasoning and Decision-Making Skills. Stud Health Technol Inform. 2016;225:905-906. https://doi.org/10.3233/978-1-61499-658-3-905
• 20. Del Blanco Á, Torrente J, Fernández-Manjón B, Ruiz P, Giner M. Using a videogame to facilitate nursing and medical students' first visit to the operating theatre. A randomized controlled trial. Nurse Educ Today. 2017;55:45-53. https://doi.org/10.1016/j.nedt.2017.04.026
• 21. Lincoln YS, Lynham S A, Guba E G. Paradigmatic controversies, contradictionsi and emerging confluences, revisited. In N. K. Denzin & Y. S. Lincoln (Eds.). The SAGE handbook of qualitative research (4th edition). Thousand Oaks, CA: Sage. 2011
• 22. O'Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014;89(9):1245-1251. https://doi.org/10.1097/ACM.0000000000000388
• 23. Creswell JW, Hu CP, Chang YY. Research Design:Qualitative,Quantitative, and Mixed Methods Approaches. J Soc Adm Sci. 2017; 4(2):205-207.
• 24. Creswell JW and Creswell JD. Research Design Qualitative, Quantitative, and Mixed Methods Approaches. 5th edition. SAGE Publishing, USA.2017
• 25. Tan AJQ, Lee CCS, Lin PY, et al. Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial. Nurse Educ Today. 2017;55:38-44. https://doi.org/10.1016/j.nedt.2017.04.027
• 26. Stanley D, Latimer K. 'The Ward': A simulation game for nursing students. Nurse Educ Pract. 2011;11(1):20-25. https://doi.org/10.1016/j.nepr.2010.05.010
• 27. Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebø Å. Developing a Serious Game for Nurse Education. J Gerontol Nurs. 2018;44(1):15-19. https://doi.org/10.3928/00989134-20171213-05
• 28. Ropero-Padilla C, Rodriguez-Arrastia M, Martinez-Ortigosa A, Salas-Medina P, Folch Ayora A, Roman P. A gameful blended-learning experience in nursing: A qualitative focus group study. Nurse Educ Today. 2021;106:105109. https://doi.org/10.1016/j.nedt.2021.105109 29. García-Viola A, Garrido-Molina JM, Márquez-Hernández VV, Granados-Gámez G, Aguilera-Manrique G, Gutiérrez-Puertas L. The Influence of Gamification on Decision Making in Nursing Students. J Nurs Educ. 2019;58(12):718-722. https://doi.org/10.3928/01484834-20191120-07
• 30. Kubin L. Using an Escape Activity in the Classroom to Enhance Nursing Student Learning. Clinical Simulation in Nursing. 2020; 47: 52-56. https://doi.org/10.1016/j.ecns.2020.07.007
• 31. Ignacio J, Chen HC. The use of web-based classroom gaming to facilitate cognitive integration in undergraduate nursing students: A mixed methods study. Nurse Educ Pract. 2020; 46:102820. https://doi.org/10.1016/j.nepr.2020.102820
• 32. Johnsen HM, Briseid HS, Brodtkorb K, Slettebø Å, Fossum M. Nursing students' perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. Nurse Educ Today. 2021;97:104675. https://doi.org/10.1016/j.nedt.2020.104675
• 33. Verkuyl M, Romaniuk D, Atack L, Mastrilli P. Virtual Gaming Simulation for Nursing Education: An Experiment. 2017, Clinical Simulation in Nursing. https://doi.org/10.1016/j.ecns.2017.02.004