Gamification in nursing: a literature review

Nino Fijačko; Lucija Gosak; Nika Debeljak; Pavel Skok; Gregor Štiglic; Leona Cilar

doi:10.14528/snr.2020.54.2.2991

Authors

Nino Fijačko University of Maribor, Faculty of Health Sciences, Žitna ulica 15, 2000 Maribor, Slovenia https://orcid.org/0000-0003-2722-0049
Lucija Gosak University of Maribor, Faculty of Health Sciences, Žitna ulica 15, 2000 Maribor, Slovenia https://orcid.org/0000-0002-8742-6594
Nika Debeljak University of Maribor, Faculty of Health Sciences, Žitna ulica 15, 2000 Maribor, Slovenia
Pavel Skok University of Maribor, Faculty of Medicine, Taborska Ulica 8, 2000 Maribor, Slovenia https://orcid.org/0000-0003-2891-0295
Gregor Štiglic University of Maribor, Faculty of Health Sciences, Žitna ulica 15, 2000 Maribor, Slovenia https://orcid.org/0000-0002-0183-8679
Leona Cilar University of Maribor, Faculty of Health Sciences, Žitna ulica 15, 2000 Maribor, Slovenia https://orcid.org/0000-0002-6842-7751

DOI:

https://doi.org/10.14528/snr.2020.54.2.2991

Keywords:

game elements, adult education, course units, gamification, nursing

Abstract

Introduction: With new generations of students entering the educational system and calling for novel adult learning approaches, such as gamification, traditional didactics seem to be diminishing in importance. The aim of this paper is to introduce gamification as a novel concept in adult learning and to present its impact on nursing education.
Methods: Through a combination of 2dSearch, Publish or Perish and PubMed2XL applications and the set criteria, we used the Google Scholar and Medline / PubMed search engines to compile, analyse, and synthesise studies related to gamification in correlation with the educational process in the field of nursing. To assess the level of methodological quality of research, we used the Mixed Methods Appraisal Tool (MMAT).
Results: The final analysis included nine studies related to gamification in nursing course units. Most often, game elements in the form of badges and feedback were included. Most research studies reported a positive impact of gamification on nursing students in the form of increased motivation and engagement, with only one survey reporting a negative impact in the form of inappropriateness and inefficiency. The evaluation of the included studies according to the MMAT tool showed a medium level of methodological quality.
Discussion and conclusion: Gamification is a relatively new concept in nursing education and represents the potential for a more advanced way of conveying information. In the future, research should be carried out to clarify the concept of gamification and examine the possibilities of its implementation in the educational environment in Slovenia.

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