See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/23496389
Educational gaming in the health sciences: Systematic review
Article in Journal of Advanced Nursing · December 2008
DOI: 10.1111/j.1365-2648.2008.04843.x · Source: PubMed
CITATIONS READS
191 21,742
5 authors, including:
Gillian Carter Heather Skirton
Queen's University Belfast 231 PUBLICATIONS 5,323 CITATIONS
64 PUBLICATIONS 889 CITATIONS
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Simon Cooper Peter Allum
Monash University (Australia) University of Plymouth
74 PUBLICATIONS 3,487 CITATIONS 3 PUBLICATIONS 264 CITATIONS
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All content following this page was uploaded by Gillian Carter on 30 April 2018.
The user has requested enhancement of the downloaded file.
, JAN JOURNAL OF ADVANCED NURSING
REVIEW PAPER
Educational gaming in the health sciences: systematic review
Gillian Blakely, Heather Skirton, Simon Cooper, Peter Allum & Pam Nelmes
Accepted for publication 13 August 2008
Correspondence to H. Skirton: BLAKELY G., SKIRTON H., COOPER S., ALLUM P. & NELMES P. (2009)
e-mail: Educational gaming in the health sciences: systematic review. Journal of Advanced
Nursing 65(2), 259–269
Gillian Blakely BSc RN PGCE
doi: 10.1111/j.1365-2648.2008.04843.x
Research Assistant
University of Plymouth, UK
Abstract
Heather Skirton PhD RN Title. Educational gaming in the health sciences: systematic review.
Registered Genetic Counsellor, Deputy Head Aim. This paper is a report of a review to investigate the use of games to support
of the School of Nursing and Community classroom learning in the health sciences.
Studies Background. One aim of education in the health sciences is to enable learners to
University of Plymouth, UK develop professional competence. Students have a range of learning styles and
innovative teaching strategies assist in creating a dynamic learning environment.
Simon Cooper MEd PhD RN
New attitudes towards experiential learning methods have contributed to the
Associate Professor
Monash University, Melbourne, expansion of gaming as a strategy.
Australia Data sources. A search for studies published between January 1980 and June 2008
was undertaken, using appropriate search terms. The databases searched were:
Peter Allum PGDip British Education Index, British Nursing Index, The Cochrane Library, CINAHL-
Lecturer in Health Studies and Paramedicine Plus, Medline, PubMed, ERIC, PsychInfo and Australian Education Index.
University of Plymouth, UK
Methods. All publications and theses identified through the search were assessed for
relevance. Sixteen papers reporting empirical studies or reviews that involved
Pam Nelmes BSc MSc RN
comparison of gaming with didactic methods were included.
Lecturer in Critical Care Nursing
University of Plymouth, UK Results. The limited research available indicates that, while both traditional
didactic methods and gaming have been successful in increasing student knowledge,
neither method is clearly more helpful to students. The use of games generally
enhances student enjoyment and may improve long-term retention of information.
Conclusion. While the use of games can be viewed as a viable teaching strategy,
care should be exercised in the use of specific games that have not been assessed
objectively. Further research on the use of gaming is needed to enable educators to
gaming techniques appropriately for the benefit of students and, ultimately, patients.
Keywords: educational gaming, games, health sciences, nursing, systematic review,
teaching
developed a four-stage cyclical experiential theory of learn-
Introduction
ing. He argued that knowledge is created through the
One of the aims of higher education for healthcare profes- transformation of experience based on reflection, conceptu-
sionals is to develop practitioners who have the knowledge alization and active planning for new situations, with each
and skills to enable them to work competently and safely individual developing their own learning style. Innovative
(Shanley 2001). The educational theorist Kolb (1984) teaching strategies assist in creating a dynamic learning
2008 The Authors. Journal compilation 2008 Blackwell Publishing Ltd 259
Educational gaming in the health sciences: Systematic review
Article in Journal of Advanced Nursing · December 2008
DOI: 10.1111/j.1365-2648.2008.04843.x · Source: PubMed
CITATIONS READS
191 21,742
5 authors, including:
Gillian Carter Heather Skirton
Queen's University Belfast 231 PUBLICATIONS 5,323 CITATIONS
64 PUBLICATIONS 889 CITATIONS
SEE PROFILE
SEE PROFILE
Simon Cooper Peter Allum
Monash University (Australia) University of Plymouth
74 PUBLICATIONS 3,487 CITATIONS 3 PUBLICATIONS 264 CITATIONS
SEE PROFILE SEE PROFILE
All content following this page was uploaded by Gillian Carter on 30 April 2018.
The user has requested enhancement of the downloaded file.
, JAN JOURNAL OF ADVANCED NURSING
REVIEW PAPER
Educational gaming in the health sciences: systematic review
Gillian Blakely, Heather Skirton, Simon Cooper, Peter Allum & Pam Nelmes
Accepted for publication 13 August 2008
Correspondence to H. Skirton: BLAKELY G., SKIRTON H., COOPER S., ALLUM P. & NELMES P. (2009)
e-mail: Educational gaming in the health sciences: systematic review. Journal of Advanced
Nursing 65(2), 259–269
Gillian Blakely BSc RN PGCE
doi: 10.1111/j.1365-2648.2008.04843.x
Research Assistant
University of Plymouth, UK
Abstract
Heather Skirton PhD RN Title. Educational gaming in the health sciences: systematic review.
Registered Genetic Counsellor, Deputy Head Aim. This paper is a report of a review to investigate the use of games to support
of the School of Nursing and Community classroom learning in the health sciences.
Studies Background. One aim of education in the health sciences is to enable learners to
University of Plymouth, UK develop professional competence. Students have a range of learning styles and
innovative teaching strategies assist in creating a dynamic learning environment.
Simon Cooper MEd PhD RN
New attitudes towards experiential learning methods have contributed to the
Associate Professor
Monash University, Melbourne, expansion of gaming as a strategy.
Australia Data sources. A search for studies published between January 1980 and June 2008
was undertaken, using appropriate search terms. The databases searched were:
Peter Allum PGDip British Education Index, British Nursing Index, The Cochrane Library, CINAHL-
Lecturer in Health Studies and Paramedicine Plus, Medline, PubMed, ERIC, PsychInfo and Australian Education Index.
University of Plymouth, UK
Methods. All publications and theses identified through the search were assessed for
relevance. Sixteen papers reporting empirical studies or reviews that involved
Pam Nelmes BSc MSc RN
comparison of gaming with didactic methods were included.
Lecturer in Critical Care Nursing
University of Plymouth, UK Results. The limited research available indicates that, while both traditional
didactic methods and gaming have been successful in increasing student knowledge,
neither method is clearly more helpful to students. The use of games generally
enhances student enjoyment and may improve long-term retention of information.
Conclusion. While the use of games can be viewed as a viable teaching strategy,
care should be exercised in the use of specific games that have not been assessed
objectively. Further research on the use of gaming is needed to enable educators to
gaming techniques appropriately for the benefit of students and, ultimately, patients.
Keywords: educational gaming, games, health sciences, nursing, systematic review,
teaching
developed a four-stage cyclical experiential theory of learn-
Introduction
ing. He argued that knowledge is created through the
One of the aims of higher education for healthcare profes- transformation of experience based on reflection, conceptu-
sionals is to develop practitioners who have the knowledge alization and active planning for new situations, with each
and skills to enable them to work competently and safely individual developing their own learning style. Innovative
(Shanley 2001). The educational theorist Kolb (1984) teaching strategies assist in creating a dynamic learning
2008 The Authors. Journal compilation 2008 Blackwell Publishing Ltd 259
