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

Abstract

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. 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. 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.

Original languageEnglish (US)
Pages (from-to)448-453
Number of pages6
JournalJournal of Nursing Administration
Volume47
Issue number9
DOIs
StatePublished - Sep 1 2017

ASJC Scopus subject areas

  • Leadership and Management

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