Students need to be actively involved in their own learning, and as a result, a variety of strategies need to be used to immerse the student in their own learning (Ulrich, 1997). Games help students acquire knowledge through the competition of the game and the spirit of cooperation with teammates. In this module, the learner will explore the use of a variety of games and their application to individual settings.

Outcomes

1. Discuss the benefits of using games for learning.
2. Explore the use of at least three different games.
3. Develop a game for use in participant's learning environment.

Using games requires the learner to participate in a competitive activity with preset rules. The goal is for the learners to win a game by applying knowledge and rehearsing skills previously learned. Games are fun with a purpose. Gaming promotes retention of information by stimulating learner enthusiasm and increasing learner involvement. Games that are more complex require the use of problem solving and critical thinking skills. Games can be used to introduce a topic, check learner progress, or summarize information. This method is primarily effective for improving cognitive functioning but can also be used to enhance skills in the psychomotor domain through increased social interaction. (Bastable, 1997).

The teacher serves as the facilitator in gaming. The objectives and the rules are told at the beginning of the activity. Any materials needed to play the game are distributed and the teams are assigned (if applicable). The teacher needs to keep the flow of the game going. The games should be interrupted as seldom or as briefly as necessary.

At the finish of the game, the teacher should conduct a debriefing session focusing on educational content and evaluating the game experience. Students should be given the opportunity to discuss what they learned, ask questions, receive feedback regarding the outcome of the game, ad offer suggestions for improving the process.

Types of Games

Games may be purchased or designed. Commercial games such as "Trivial Pursuit, "Bingo," and Jeopardy" have the advantage in that their formats can be modified, the equipment is reusable for many topics, and many players already have familiarity with the rules of play. Word searches, crossword puzzles, card and board games are also flexible in format and can be developed inexpensively and with relative ease.
The instructor needs to pilot the game.

Games should be exciting and challenging enough to stimulate learner interest but not so difficult or so competitive to result in frustration, inability to succeed, or the avoidance of the learning opportunity. Economic considerations include the cost of purchasing the game or the time taken by the instructor to design, pilot, and update the material.

Benefits

• Reduce the risk of failure when grades are not given
• Learn in non-threatening.
• Focus on concrete tasks and force the student to be engaged in learning the material
• Provide an open-ended opportunity to allow clarification of ideas
• Increase retention and understanding
• Provide immediate feedback

How Can Games Be Used?

• Test review, NCLEX review
• Drill and practice to retain facts
• Critical thinking and problem solving
• Recall of essential information before in-depth discussion in class
• Staff/faculty development

Games

· Bingo
· NCLEX Review Gameboard
· Jeopardy
· Medication Taboo
· Puzzles
· Other Downloadable Games

References:

• Ball, K. (2000). Anatomy and physiology: Games we play. Nurse Educator, 25(4), 156-157.
• Bastable, S. (1997). Nurse as educator: Principles of Teaching and Learning. Boston: Jones and Bartlett Publishers.
• Rosner, A., & Rossen, E. (2002). "Puzzle patients" and critical thinking. Nurse Educator, 27(4), 155-156.
  
• Ulrich, D., & Glendon, K. (1997). Let's play nurse. Nurse Educator, 22(6), 9-10.
  

Bingo can be used to cover specific content, as content review, or as NCLEX review. Ball (2000) describes the use of "Bingo" in teaching anatomy and physiology. She found that the game could be used to reinforce previously introduced concepts or to introduce new topics so that students could gauge what they knew and what they needed to know.

For content review, you may want to play the regular bingo rules-four corners, five in a row on the diagonal, horizontal, or vertical; blackout could be used for module test review or final test review. The amount of time available and the amount of content are determining factors in how you play. Students can play individually, as partners or in small teams.

1. Plan and write a variety of questions based on the same criteria used in planning a test; using the NCLEX test blue print as a model.
2. All questions need short answers, yet incorporate analysis and application as well as knowledge.
3. The number of questions will depend on the amount of time and information that needs to be covered. You will want a sufficient number of questions to have enough cards so that not everyone wins on the same questions. Development of the questions can be done by the instructor or as a student activity.
4. Write the question on one side of the card and the answer on the other.
5. Create a blank bingo card--create a name that fits with the topic. The sample card below was used in teaching safety for pediatrics. (The free space is a MR. YUK face).

   You can use a card creator such as on:
   http://www.gatheringbasket.com/cgi-bin/open_home.pl?action=bingo_card
   The card creator was used to create the sample card and then saved as a MSWord document.

   Create your own card: Place all cards in "hat" and randomly select; write the answer in each of the empty boxes on the card. Mix the cards again and repeat the process in creating each new card; it can be done on the computer with the "copy and paste" feature also.

6. Add some authenticity by getting a real bingo game (the kind with the barrel) and turned it before each new question was asked. As you ask the questions, you may discuss possible answers. Anyone with the correct answer could cover on the card. When someone wins, they yell MR YUK. In a final review, covering all squares (blackout) is required to win. Prizes were given for those winning.

Medication Taboo is an fun way to review any class of drugs. The example game card shown emphasizes the psychotropic medications highlighted each week in a mental health nursing course.

It is easy to create game cards by using perforated sheets of business cards and the label making capabilities of WordPerfect (facilitates card separation) or the table feature in MSWord (cards must be cut apart). Type in the desired cards, print using a color printer, and laminate for durability.

Playing the game:

• Form student teams (minimum of two members per team).
• Each group selects a set of game cards.
• Each team member pairs up with a member of the opposing team.
• One member of the pair is the clue giver while the other member is the clue monitor.
• Each pair reviews the same medication game card.
• The clue giver has two minutes to get his team to identify the medication on the card.
• The clue giver attempts to get his team member(s) to identify the name of the drug on the game card WITHOUT using any of the clues written in red.
• The clue monitor ensures that taboo clues (in red) are given as clues and serves as the time keeper for each clue using a 2 minute egg timer.
• If the clue giver
• If the clue giver uses one of the taboo words, the clue monitor stops the play using a noisemaker to attract attention or shouting "Taboo!" and the opposing team has a chance to guess the answer and earn points.
• The clue giver and clue monitor switch roles and draw a new game card.
• After one attempt at clue giver, the next pair draw a game card repeat the process.
• The team with the highest number of points wins the game.

Jigsaw Puzzles

The jigsaw puzzle concept can be used to introduce basic concepts, but can also be used to help students develop critical thinking skills. Here are some examples:

Diagnostic Puzzle

I developed this puzzle for use in the introductory module on diagnostic studies such a MRI, CT, IVP etc. You can obtain blank puzzle boards at craft or teacher supply stores.

1. Select the topic and the concepts you want to emphasize with the activity. Module objectives for this topic included knowing the purpose of the study, pre-study implications, post study care, nursing implications, patient teaching.

2. Use the same puzzle format for all puzzles. Use one puzzle piece to identify the topic (MRI). All other puzzle pieces include information related to that diagnostic test. Once all the information is placed on the puzzle, turn it over and write the name of the test on the back.

3. Separate the pieces and place in large envelopes. Remove a select number of pieces (2-3) form each envelope and place into one of the others.

4. Students work in teams. They try to put the puzzles together, but they have to find the missing pieces that belong to their diagnostic study. (Since all puzzles are exactly alike) they have to decide what information completes their topic. The moderator can tell if the pieces selected are correct by looking at the back of the puzzle to see if spells out the correct study.

5. The team to finish first (correctly) is the winner.

Puzzle Patients

Rosner and Rossen (2002) describe the use of a children's puzzle as a strategy to stimulate student learning about the assessment process.

Materials needed:

• inexpensive jigsaw puzzle with enough pieces to give each student approximately 3 to 4 pieces
• markers to print the labels
• one 5 x 7" card stock paper folded in half lengthwise to form a stand-up label for each puzzle piece
• one letter-size envelope for each student

Preparation:

• Randomly select 3 or 4 puzzle pieces and place in each envelope.
• Write a different source of data about the patient on separate each stand up label, e.g., Student Nurse, Patient, Chart (History, Nurses' Notes, Physicians' Notes, Laboratory Data, Medications), Nurse (day, evening, night), Physician, Therapist (physical therapy, occupational therapy), Family (spouse, parent, sibling, child), Friends, and Neighbors.
• Place 1 or more labels in each envelope along with the puzzle pieces.
• Seal the envelopes containing pieces of the puzzle and the label(s).
• Instruct students be attentive during the clinical day to the variety of data sources available to clinicians and the information that can be obtained from these sources.

Activity:

• At post-conference, place the empty puzzle board in the middle of the table.
• Explain that the empty board is like the "picture" of a patient before data have been gathered.
• Provide a medical diagnosis for the "puzzle patient."
• Ask the students what they know about the "puzzle patient."
• Pass out an envelope to each student.
• Students open the envelopes and place their unique data source labels where the other students can see them.
• The student who receives the Student Nurse label is in charge of collecting the information (ie, puzzle pieces) from the other students.
• Give the students a brief time to individually determine the "information" they have concerning the "puzzle patient."
• The Student Nurse requests that each student reveals the information he or she has about the "puzzle patient." She/he may choose to ask additional questions of the source. The information that students contribute should reflect the type of information they would expect to receive from the source on their label (eg, Physician, Family Member, Patient).
• The instructor writes the information, organized by label (eg, Nurse, Physician, Lab Data), on the board for later use.
• After each piece of information is shared, a puzzle piece is given to the Student Nurse, at which time she slowly pieces together the "puzzle patient."

Conclusion:

• When all the pieces are collected and the "puzzle patient" is complete, the students review the data written on the blackboard.
• Students discuss the relationships among the puzzle pieces and how they are related to the "total picture."

Blank Jeopardy

Jeopardy

Before you begin, save the Blank Jeopardy game to your desktop or diskette:
1. Click here to open file.
2. Click on Edit in the toolbar to activate the drop down menu
3. Click on Edit Slides
4. Click on File in the toolbar to activate the drop down menu
5. Click on Save As
6. Select the desired location
7. Click save
8. Edit slides as needed using these directions from the creator.

PowerPoint Games created by Mark Damon include:

Who Wants to Be a Millionaire.ZIP

Hillsborough Squares.ZIP

Weakest Link.ZIP

Jeopardy,ZIP

Unzip and save the files to a folder on your desktop or a diskette, add your content and use!

Go to http://www.teachnet.com/lesson/misc/winnergame022500.html for more information.

• The Ultimate Quiz Show
• Classroom Feud
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• Classroom QuizBowl