Fonseca et al.2121. Fonseca LM, Aredes ND, Fernandes AM, Batalha LM, Apóstolo JM, Martins JC, et al. Computer and laboratory simulation in the teaching of neonatal nursing: Innovation and impact on learning. Rev Latino-Am Enfermagem. 2016;24:e2808. doi: https://doi.org/10.1590/1518-8345.1005.2808 https://doi.org/10.1590/1518-8345.1005.2...
Computer and laboratory simulation in the teaching of neonatal nursing: Innovation and impact on learning. |
To understand the clinical evaluation of oxygenation of preterm newborns in the Neonatal Intensive Care Unit. Skills: cognitive (knowledge) and affective (satisfaction). |
Quasi-experimental study with 14 students. Intervention: use of Serious game e-Baby. The experimental group (n=7) was submitted to the serious game; the control group (n=7) was submitted to laboratory simulation. |
The serious game showed a statistically significant difference (p=0.001) in cognitive skill. The students were satisfied with the game. There was an improvement in knowledge and satisfaction. The nursing serious game is recommended. |
Tan et al.2222. Tan AJ, Lee CC, Lin PY, Cooper S, Lau LS, Chua WL, et al. Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: a randomized controlled trial. Nurse Educ Today. 2017;55:38-44. doi: https://doi.org/10.1016/j.nedt.2017.04.027 https://doi.org/10.1016/j.nedt.2017.04.0...
Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial. |
To know and apply the blood transfusion procedure and the specific care given to the transfusion reaction. Skills: cognitive (knowledge), psychomotor, (procedural) and affective (confidence). |
Randomized experimental study with 103 students. Intervention: use of a serious game on blood transfusion. The experimental group (n=57) performed the serious game associated with lectures; the control group (n=46) was submitted to lectures. |
There was a significant improvement (p<0.001) in the knowledge of the experimental group, high psychomotor performance, however without statistical significance and development of confidence. It is recommended to adopt the serious game to develop cognitive, psychomotor, and affective skills in nursing. |
Bayram et al.2323. Bayram SB, Caliskan N. Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: a randomized controlled trial. Nurse Educ Today. 2019;79:25-31. doi: https://doi.org/10.1016/j.nedt.2019.05.010 https://doi.org/10.1016/j.nedt.2019.05.0...
Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial. |
To know and apply nursing care for tracheostomized patients. Skills: cognitive (knowledge) and psychomotor (procedural). |
Experimental, randomized study with 86 students. Intervention: serious game about tracheostomy care. The experimental group (n=43) was submitted to serious game, expository classes and laboratory training. The control group (n=43) to expository class and laboratory training. |
There was no statistically significant difference for knowledge between the groups (p>0.05), however, the scores of psychomotor skills were higher for the experimental group (p=0.017). The serious game is recommended for learning in nursing. |
Boada et al.2424. Boada I, Rodriguez-Benitez A, Garcia-Gonzalez JM, Olivet J, Carreras V, Sbert M. Using a serious game to complement CPR instruction in a nurse faculty. Comput Methods Programs Biomed. 2015;122(2):282-91. doi: https://doi.org/10.1016/j.cmpb.2015.08.006 https://doi.org/10.1016/j.cmpb.2015.08.0...
Using a serious game to complement CPR instruction in a nurse faculty. |
To know and apply the care of a cardiorespiratory arrest by means of cardiopulmonary resuscitation. Skills: cognitive (knowledge) and psychomotor (procedural). |
Experimental, randomized study with 109 students. Intervention: LISSA serious game for teaching cardiorespiratory arrest. The experimental group (n=67) performed the serious game, expository class and laboratory training. The control group (n=42) expository class and laboratory training. |
The experimental group obtained significantly better knowledge scores (p<0.05) than the control group. The intervention group also showed improvement in psychomotor skills. The use of LISSA improves students’ knowledge and skills in CPR. |
Aljezawi et al.2525. Aljezawi M, Albashtawy M. Quiz game teaching format versus didactic lectures. Br J Nurs. 2015;24(2):86,88-92. doi: https://doi.org/10.12968/bjon.2015.24.2.86 https://doi.org/10.12968/bjon.2015.24.2....
Quiz game teaching format versus didactic lectures |
To understand the patient care organization models, including nursing care, teamwork, primary nursing care and case management. Skills: cognitive (knowledge) and affective (satisfaction) |
Experimental, randomized study with 66 students. Intervention: use of the serious game. Experimental group (n=34) submitted to the serious game. Control group (n=32) expository class. |
The students submitted to the game had significantly higher scores for knowledge (control group: 9.63±1.79; experimental group 11.34±2.17; p<0.001), and their retention (control group: 7.10±1.49; experimental group: 9.00±2.08; p<0.001). There was a statistically significant difference in the satisfaction of the intervention group (p<0.001). It is recommended to adopt the serious game for teaching. |
LeFlore et al.2626. LeFlore JL, Anderson M, Zielke MA, Nelson KA, Thomas PE, Hardee G, et al. Can a virtual patient trainer teach student nurses how to save lives -- teaching nursing students about pediatric respiratory diseases. Simul Healthc. 2012;7(1):10-7. doi: https://doi.org/10.1097/SIH.0b013e31823652de https://doi.org/10.1097/SIH.0b013e318236...
Can a virtual patient trainer teach student nurses how to save lives--teaching nursing students about pediatric respiratory diseases |
To know the different signs and symptoms associated with pediatric respiratory diseases and the best care. Skills: cognitive (knowledge) and psychomotor (procedural) |
Experimental, randomized study with 93 students. Intervention: serious game on pediatric ventilation. The experimental group (n=46) was submitted to serious game, reading and simulation in the laboratory. The control group (n=47) the lecture and simulation in the laboratory. |
There was a significant difference in knowledge between the control and experimental groups (mean score 75±12 versus 83.9±15, respectively, p=0.004). The experimental group performed better in the tasks (p=0.001). It is concluded that the game can be effective for learning in nursing. |