Abstract
The transforming healthcare scene seems to require a more cooperative and facilitated group way to effectively address patients’ issues, given the monetary impediments of the governmentally financed medical services framework. The utilization of game components persuades understudies to learn and decidedly influences their learning results. In wellbeing disciplines, reproduction games are the most mainstream sort of instructive games, particularly in light of the fact that they empower understudies to learn and create various abilities applicable to wellbeing callings in a protected manner.
Nursing understudies can be ready for unforeseen circumstances, for example, saving patients or taking care of contentions in cooperation by participating in reenactment games. Studies illustrate that medical students show better education outcomes when they are playing intuitive games than participating in customary learning. Understudies today are acquainted with utilizing assorted advances that are intuitive and connecting, for example, extraordinary Internet-based assets and PC-based recreations.
The selected sources show that creative ways to deal with wellbeing schooling and conveyance, which accentuate a group way to dealing with understanding consideration, can prompt better thinking about patients and more noteworthy occupation fulfillment for wellbeing experts. Additionally, this procedure improves composed admittance to fitting clinicians and assets and decreases costs related to excess clinical testing and clinical blunders. Viable examination choices are incorporated for understudies for planning and making a reproduction computer game which is near genuine circumstances.
Background
The current COVID-19 pandemic unveiled some of the most urgent issues in the healthcare systems of the vast majority of countries. Healthcare professionals proved to be ill-prepared to the associated challenges as well. Such aspects as collaboration, interdisciplinary team development, creativity, critical thinking skills, and professional knowledge should be the core areas to address in nursing education (Johnsen et al., 2018). The use of the design thinking approach has gained momentum recently as it enables students to acquire knowledge and align the skills they obtain in classrooms with clinical experience (Marra et al., 2018).
This approach is specifically beneficial for acquiring the skills necessary to collaborate effectively in interdisciplinary teams, which are common in the present-day clinical setting. This project is based on the use of design thinking. It aims to address the following PICO question: Will the use of a game jam event, utilizing Design Thinking, improve the critical thinking skills of BSN students, compared to traditional classroom activities? This paper includes a brief description of the proposed study, as well as some recommendations concerning future research.
Literature Review
Prior to analyzing design thinking programs and their efficiency, it is important to consider one of the common components of this method. Interprofessional collaboration is one of the common approaches to clinical practice that has proved to be effective in addressing modern public health issues. This model is often utilized in design thinking projects due to the need to address complex health or organizational problems that required the discussion of diverse ideas.
Pinto et al. (2012) explored the attitude of healthcare students to interprofessional collaboration and found the participants’ positive perspective regarding the matter. Healthcare professionals’ readiness and willingness to work in interprofessional teams are beneficial for implementing various design thinking initiatives.
As mentioned above, design thinking has attracted considerable attention in academia. For instance, Marra et al. (2018) examined the effectiveness of a design thinking project in terms of patient outcomes and students’ service-learning. Students worked on a project that involved the development of community-based programming, which helped them gain insights into effective frameworks for addressing issues. The program proved to be beneficial for students’ academic progress as well as their future professional lives.
Another study showed the benefits of the use of design thinking in evaluating interprofessional education. Cahn et al. (2016) carried out a study aimed at evaluating the potential use of design thinking in delivering patient-centered care. Importantly, the implementation of the design thinking approach helped students practice valuable skills that will be helpful in future work, including their potential involvement in interprofessional teamwork.
Although the participants did not detect clear, direct links to positive patient outcomes, they identified the relationship between interprofessional collaboration and organizational culture. They assumed that healthcare teams would definitely benefit from the use of this approach in the clinical setting.
Serious game development has become one of the most recent educational elements in the healthcare setting. Students and practitioners play and develop games that are instrumental in addressing specific clinical issues. For instance, Johnsen et al. (2016) claim that simulation games are “a safe and authentic environment” to improve decision-making skills and other important aspects of clinical practice (p. 39).
Importantly, serious games proved to be effective in achieving particular educational goals, but this method is positively seen by students, which is an important factor affecting academic outcomes. Johnsen et al. (2016) also identified some beneficial components of serious games. For instance, videos with real-life clinical cases and actors add realism and have a positive impact on the learning process.
In addition to quite formal and typical simulation games characterized by a display of some situations and the discussion of possible solutions, more innovative approaches have been introduced. For example, GoĚmez-Urquizaa et al. (2019) analyzed the outcomes of the use of “escape room” teaching games related to students’ attitudes and motivation. It was found that students strongly believed that the game helped them in acquiring the knowledge and skills necessary for completing exams successfully.
The development of serious games is gaining momentum and becoming a common educational practice. Johnsen et al. (2018) described the process of the creation of a simulation game. This project is specifically illustrative in terms of the employed instruments as it involved a design thinking approach and interprofessional collaboration. The game was developed by an interprofessional team that followed certain steps, including the identification of learning objectives, genre and context, theoretical frameworks, and exact teaching strategies.
At the same time, it has been acknowledged that although some effort aimed at developing and evaluating game-based projects has been made, this area needs further research. Havola et al. (2020) implemented a review of the current research on the matter and identified the most common aspects appearing in researchers’ lenses. The authors note that simulation game projects include such components as the story, action, and feedback (Havola et al., 2020). It is also emphasized that validation tools need specific attention.
Research Experience
There are some interesting research experiences which are provided in the chosen resources. One of them is Serious Game, which gives four video-based, recreated situations from clinical practice. Half of them happen in a home medical care setting and two in an emergency clinic setting. Players partake in a medical caretaker’s visits to a patient with a specific disorder in various illness development phases. During these situations, clients need to understand distinctive errands and questions based on tests. Various inquiries depend on the six intellectual cycle classes of Bloom’s scientific taxonomy (Johnsen et al., 2018).
There is also a community-oriented intuitive game where members separate into teams of three and rotate across stations. Then, they engage with successful students in nursing, speech expertise, and physical therapy (Cahn et al., 2016). It involves the help of a clinical school graduate and a doctor who plays a patient.
Another similar student engagement is games when players must solve introduced puzzles and riddles related to patient caregiving (GĂłmez-Urquizaa et al., 2019). In doing this, they should operate with both hypothetical and reasonable information, and an instructor stays in the study hall to evaluate whether the nursing methods being referred to are effectively performed. As a result, the studies offer many creative ideas on how nursing students may develop their own simulative and interactive game, which can help them in preparing for actual life scenarios.
Based on the recent literature and the established PICO question, it is possible to consider several research alternatives. First, the students may be asked to develop a plan for the creation of a simulation video game. This project will involve the creation of teams, the utilization of the design thinking approach to develop clear steps, and evaluation procedures. During the initial stage, healthcare students will come up with a list of professionals to be involved in their project.
However, it is critical to make sure that the process is close to real-life circumstances (Johnsen et al., 2016). In clinical settings, healthcare professionals often have to create interprofessional teams, so they should understand which practitioners can contribute to this or that project.
The design thinking model involves the discussion of the necessary components of the game. Students will not have any specific instructions as to the elements of the game to be included. The final phase of the project will be the creation of evaluation methods to identify the effectiveness of the game. Healthcare professionals will be involved in the development of diverse projects, and they should have the necessary skills to assess the outcomes of their programs.
The proposed study will be qualitative and involve focus group discussions. The participants will share their views on the process of game development and its effects related to their academic goals. This type of data collection is beneficial for the present research as the discussion of different aspects of the project may help in identifying the most relevant elements for the participants.
The focus will be on the process of game creation and its potential outcomes for healthcare professionals and patients. As a result, the nursing student will be able to adapt to the real clinical experience by constructing their own practical game, which uses the provided sources as a base.
Future Plans/Summary
Future nursing instructions are tested to create inventive and viable projects that line up with current medical care changes. The use of a game jam event teaches attendants with an elevated level of clinical thinking aptitudes, proof-based information, and expert self-governance. Game components have not been used differently in simulative games. Encounters in learning clinical thinking by taking part in reproduction games have been evaluated once in a while (Havola et al., 2020; Johnsen et al., 2018).
Instruments used to survey learning encounters with simulation activities should be additionally evolved and approved. The practice is fundamental to learning, particularly when reenactment games are utilized for studying. Every individual has a unique experience of a game jam event. Consequently, the association between game components and future nursesâ particular mental necessities must be considered.
Utilizing video-based situations with a patient and a nurse of the home medical care as entertainers add to better realism and understanding. Additionally, there is mounting proof that inter-professional education (IPE) can encourage the reception of inter-professional collaboration in medical care settings by changing the perspectives of healthcare services’ experts.
IPE permits them to feel more positive about their jobs and capacities, be more mindful and conscious of others’ work and obligations, and thoughtfully make clinically associated decisions (Pinto et al., 2012). Collaborative interpersonal learning is currently observed as an approach to advance patient consideration results while, at the same time, decreasing expenses.
In conclusion, it is critical to think about the value and effectiveness of new learning strategies as well as nursing students’ practices of usability. As indicated by the research, more game components should be added into recreation games utilized for clinical experience teaching (Havola et al., 2020). What is more, the results demonstrate that students’ encounters in learning medical approaches by taking part in simulation games are relatively uncommon. Therefore, it is essential to promote and develop new technological advances which might facilitate and improve the learning system of potential nurses.
References
Cahn, P. S., Bzowyckyj, A., Collins, L., Dow, A., Goodell, K., Johnson, A. F., Klocko, D., Knab, M., Parker, K., Reeves, S., & Zierler, B. K. (2016). A design thinking approach to evaluating interprofessional education. Journal of Interprofessional Care, 30(3), 378â380. Web.
GĂłmez-Urquiza, J. L., GĂłmez-Salgado, J., AlbendĂn-GarcĂa, L., Correa-RodrĂguez, M., GonzĂĄlez-JimĂŠnez, E., & Fuente, G. A. C.-D. L. (2019). The impact on nursing students’ opinions and motivation of using a âNursing Escape Roomâ as a teaching game: A descriptive study. Nurse Education Today, 72, 73â76. Web.
Havola, S., Koivisto, J., Mäkinen, H., & Haavisto, E. (2020). Game elements and instruments for assessing nursing students’ experiences in learning clinical reasoning by using simulation games: An integrative review. Clinical Simulation in Nursing, 46, 1-14. Web.
Johnsen, H. M., Fossum, M., Vivekananda-Schmidt, P., Fruhling, A., & Slettebø, Ă . (2016). Teaching clinical reasoning and decision-making skills to nursing students: Design, development, and usability evaluation of a serious game. International Journal of Medical Informatics, 94, 39â48. Web.
Johnsen, H. M., Fossum, M., Vivekananda-Schmidt, P., Fruhling, A., & Slettebø, Ă . (2018). Developing a serious game for nurse education. Journal of Gerontological Nursing, 44(1), 15â19. Web.
Marra, L. R., Stanton-Nichols, K., Hong, Y., Gottschild, K., Pirzadeh, I., & Stamatis, S. (2018). Design thinking as a strategic planning tool for adapted physical activity programs within a university setting. PALAESTRA, 32(4). Web.
Pinto, A., Lee, S., Lombardo, S., Salama, M., Ellis, S., Kay, T., Davies, R., & Landry, M. D. (2012). The impact of structured inter-professional education on health care professional students’ perceptions of collaboration in a clinical setting. Physiotherapy Canada, 64(2), 145â156. Web.
Appendix
Table 1. The Activity Log.