Pokemon and Minecraft, a tool for learning. At first I was guarded as Pokemon was never a game that I let my children play. As I research the games and ponder how they could be integrated I became excited at the idea despite my great illness over the past 10 days. I began to explore more and found a platform called Twine. This tool inspired me that one could create a teaching tool that could contribute to bedside nursing wound care understanding. I have had time to ponder ideas yet now I need to put them on paper as I begin to feel better.
Research was conducted to see how gaming integrated into nursing education. The main tools found included vSIM, and simulation via low and high fidelity. This connection was made during the readings this past week allowing me to better understand that I was useing gaming on a regular basis without knowing it as such. As I further look into this idea I suspect growth and understanding of why it works and how to better engage my students.
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My unit project will be focused on Wound care for the bedside nurse.
Essential Question: How are games providing new opportunities for differentiation in the classroom?
The “digital nursing student” was described by Day-Black, Merrill, Konzelman, Williams & Hart as those nursing students who are born after 1983 (2015, p 91). It was further discovered that these students would have an average of 10,000 hours playing video games which contributes to our current need to adapt to this generation and provide tools to enhance effective learning. Specific findings of the digital nursing student includes their specific ability to “multitask while learning, have shorter attention spans during learning, and prefer exploratory and discovery approach to learning” (Day-Black, Merrill, Konzelman, Williams & Hart 2015, pg 91). The rational to adapt and learn how to meet the needs of our learners through differentiated instruction further drives the standard that as an instructor to reach for opportunities to meet these digital nursing students at their learning level using effective tools. Game based learning theory takes a viewpoint of incorporating active, experiential and situated learning events into an activity to promote overall learning while building on previous experience. The game based learning provides the ability for digital nursing students with a pre-established baseline to build scaffolding on for newly recognized knowledge. “Plan, Do, Review” is the process of incorporation game based learning into context over concept (Carlson & Gagnon, 2016). The ability to learn through community and collaborative activities in a safe environment promotes learning (Stokowski, 2014). Collaboration with peers and restructuring previous knowledge on a given topic in a safe group learning environment assist students to identifying outcomes, challenges and alternative interventions for optimal outcomes. Two commonly used game based nursing education tools include vSIM, and low and high fidelity Simulation mannequins. The Benefits and challenge to the process of game based learning and outcomes specifically to simulation may weigh heavily on the implementation of the facilitator. A facilitator can provide a safe or unsafe environment for learning and must be aware of how one presents themselves to continue to promote students’ progress forward to learning. If the facilitator does not maintain control over interactions the students may begin to shut down, feel raised level of anxiety or insecurity to discuss and learn from experience (Royse & Newton). Facilitator presentation and provision of clear directions, objectives and outcomes are essential to ensure a strong foundation for growth. A facilitator is also responsible for evaluating learning and ensuring that objective was met (Bellotti, Kapralos, Lee, Moreno-Ger, & Berta 2013, p 2). One could identify that providing the digital nursing student an environment to make mistakes in a safe environment to learn can contribute to a learning style as well as the way of thinking of a different generation. Bibliography Beek, T. S., Boone, C., & Hubbard, G. (2014). Ahead of the game: The use of gaming to enhance knowledge of psychopharmacology. Journal of Psychosocial Nursing & Mental Health Services, 52(12), 24-8. doi:http://dx.doi.org/10.3928/02793695-20140829-02 Carlson, K. J. & Gagnon, D. J. (2016). Augmented reality integrated simulation education in health care. Clinical Simulation in Nursing 12(4). pp123-127. http://dx.doi.org/10.1016/j.ecns.2015.12.005 Day-Black, C., Merrill, E. B., Konzelman, L., Williams, T., & Hart, N. (2015). Gamification: An innovative teaching-learning strategy for the digital nursing students in a community health nursing course. ABNF Journal, 26(4), 90-94. Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/1729329730?accountid=14473 Foronoda, C. L., Swoboda, S. M., Hudson, K. W., Jones, E., Sullivan, N., Ockimey, J., Jeffries, P. R. (2016). Eluation of vSIM for nursing: A trial of innovation. Clinical Simulation in Nursing. 12(4). Pp128-131. http://dx.doi.org/10.1016/j.ecns.2015.12.006. Hahn, J. E., & Bartel, C. (2014). Teaching gaming with technology in the classroom: So you want to be an educator? Nursing Education Perspectives, 35(3), 197-8. Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/1529941991?accountid=14473 Ladley, P. (2010). Games based situated learning: games-ED whole class games and learning outcomes. Games-ED Innovation in Learning. Royse, M. A., & Newton, S. E. (2007). How GAMING is used as an innovative strategy FOR nursing education. Nursing Education Perspectives, 28(5), 263-7. Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/236606617?accountid=14473 Stokowski, L. A. (2013). A digital revolution: Games, Simulations and virtual worlds in nursing education. Retrieved from http://www.medscape.com/viewarticle/780819_3 Great improvement with week five. Establishing roles and responsibilities with deadlines greatly assisted in communication. I am grateful for the google hangout meeting which we had on Monday where we identified roles as follows:
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Rachelle White
This is my differentiating instruction through technology blog site. Archives
April 2017
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