TY - JOUR
T1 - Using Gamification to Improve Productivity and Increase Knowledge Retention during Orientation
AU - Brull, Stacey
AU - Finlayson, Susan
AU - Kostelec, Teresa
AU - Macdonald, Ryan
AU - Krenzischeck, Dina
N1 - Publisher Copyright:
Copyright © 2017 Wolters Kluwer Health, Inc.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - 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.
AB - 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.
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U2 - 10.1097/NNA.0000000000000512
DO - 10.1097/NNA.0000000000000512
M3 - Article
C2 - 28834805
AN - SCOPUS:85030622165
SN - 0002-0443
VL - 47
SP - 448
EP - 453
JO - Journal of Nursing Administration
JF - Journal of Nursing Administration
IS - 9
ER -