Using Gamification to Improve Productivity and Increase Knowledge Retention During Orientation

Stacey Brull, Susan Finlayson, Teresa Kostelec, Ryan MacDonald, Dina Krenzischeck

Research output: Contribution to journalArticlepeer-review


BACKGROUND: Nursing administrators must provide cost-effective and efficient ways of orientation training. Traditional methods including classroom lecture can be costly with low retention of the information. Gamification engages the user, provides a level of enjoyment, and uses critical thinking skills.

CONCLUSIONS: Findings demonstrate gamification as an effective way to teach when compared with more traditional methods. Staff enjoy this type of learning and retained more knowledge when using gaming elements.

PURPOSE: The aim of this study is to explore the effectiveness, during orientation, of 3 different teaching methods: didactic, online modules, and gamification. Specifically, is there a difference in nurses' clinical knowledge postorientation using these learning approaches?

METHODS: A quasi-experimental study design with a 115-person convenience sample split nurses into 3 groups for evaluation of clinical knowledge before and after orientation.

RESULTS: The gamification orientation group had the highest mean scores postorientation compared with the didactic and online module groups.

Original languageEnglish (US)
Pages (from-to)448-453
Number of pages6
JournalThe Journal of nursing administration
Issue number9
StatePublished - Sep 1 2017

ASJC Scopus subject areas

  • Leadership and Management

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