Gaming for learning refers to the use of games in learning activities/education which has proved to be an effective method of getting students’ attention and focus regardless of their age. Playing games while learning makes learning interesting, creating a team-bonding experience among those involved. In nursing, games can be used to teach various concepts as students are able to use these concepts to memorize and hence remember the concepts and various terminologies. It is an important asset in increasing performance in exams and allows practice nurses to master the art of making decisions accurately and quickly which promotes automaticity while posing no risk of harming the patient (Pront et al., 2018).
As the games continue, the teacher remains in control to ensure that learning actually takes place during this time. Game-centered teaching approaches focus on the ability of the teacher sit back; observe as well as analyze students’ performance which allows him/her to decide when to tell and when to ask (Day-Black, 2015). Additionally, simulation-based games can be useful in nursing education as long as they are utilized at the right time as it prepares students for learning activities. Nursing students as well as practicing nurses will agree that having to absorb and understand a lot of information within a short time is one challenge that they face in nursing programs. As such the learning process is at times rendered very boring and agonizing.
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There are instances where the teachers are unable to control the class but this whole thing will narrow down to the ability of the teacher to know when to stop the game. Technological advances mean that children get exposed to various video games at their tender age leading to creation of psychomotor and cognitive needs that differ from those of past generations (Pront et al., 2018). While digital experiences are not a substitution to clinical ones, they can be utilized in teaching decision-making or as supplemental materials (Pront et al., 2018). Videogames are important as they enhance attention while teaching visuospatial awareness and increases cognitive skills (Pront et al., 2018). Gaming may be employed when dealing with scenarios that call for sensitivity such as end-of-life care or when performing an interview on a psychiatric (Day-Black, 2015).
References
Day-Black, C. (2015). Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course. ABNF Journal, 26(4), 90-94.
Pront, L., Müller, A., Koschade, A., & Hutton, A. (2018). Gaming in Nursing Education: A Literature Review. Nursing Education Perspectives, 39(1), 23-28. doi:10.1097/01.NEP.0000000000000251.
