Title: Effects of board game play on nursing students’ medication knowledge: A randomized controlled trial

Author Name: Skylyn Houde

Selected Case (Published Article):

You-SyuanChang, H.Hu, S., Shih-WeiKuo,  Kai-MeiChang, Chien-LinKuo, V.Nguyend, T. Lickiewicz, J. (2022, July 13). Effects of board game play on nursing students’ medication knowledge: A randomized controlled trial. Nurse Education in Practice. Retrieved December 4, 2022, from https://www.sciencedirect.com/science/article/pii/S1471595322001263

1. Introduction

Games are a part of our environment, whether they are games we make up as kids, such as freeze tag in the park, organized games, such as monopoly and uno, or even computer games, such as Tetris and super Mario bros. In this day in age, children grow up playing games on the computer, smartphones, and tablets; of course, games are fun, but they are also great tools for educators. They have been implemented in learning in the military, educational field, marketing world, and more. In the article “a proof-of-concept study of game-based learning in higher education,” Oblinger (2004) provides six critical functions of games in game-based learning:

1. Activation of prior learning
2. Relationship between knowledge and context
3. Rich feedback and assessment
4. Encouraged the application of previously gained knowledge
5. Accommodation of experimental learners
6. Foster sharing knowledge with others

The emerging practice of game-based learning is an effective way to improve learning. Games support active, experimental, and problem-based learning. Also, games are a form of motivation to learn the material.

Game-based learning isn’t just an idea used in K-12 education; it is also used for higher education. For this blog, I focus on game-based learning in higher education, and in this case, specifically board game play for nursing student’s medication knowledge. Games are an excellent way for students to remember key information by fostering more engagement than didactic lecturing, which is proven in this case. 

2. Overview of the Case

This case was built on the desire for enhanced training on medication safety in nursing education. To ensure patient safety, nurses must be knowledgeable and precise with any medications they are responsible for ordering, labeling, preparing, etc. According to a Taiwan patient safety reporting system, over 31% of patient safety reports were human error medication related incidents. Data showed that more than half of nurses on staff have made mistakes transcribing, prescribing, and administering medication. This resulted in the reflection to make sure nurses are equipped with knowledge to recognize, understand, and correctly administer medication. Thorough medication safety training became a vital need in nursing education. According to other researchers mentioned in the article sourced, nurses tend to learn medication knowledge through lectures, quizzes, and problem and online based learning. Over the past few years, teaching strategies have expanded and became more creative. Studies have shown that instructors who have used board games during learning, used it as a tool to optimize student learning outcomes. Researchers found games to have an impact on student’s overall experience in the classroom. A study was aimed to analyze the effectiveness game-based learning has on nursing students improving their knowledge on medication.

3. Solutions Implemented

Researchers suggested a game-based learning trial on nursing students would determine its effectiveness for instructors to consider adding to their instruction. This way nurses are better prepared and motivated to learn all they need to know about medication safety and knowledge. A study registered at ClinicalTrials.gov, adopted a controlled trial was conducted to intervene with nursing student’s medication knowledge. The students chosen to participate in the trial were students enrolled or just graduated from a four-year credited university nursing program, and not currently taking any pharmacology courses. 34 nurses were randomly chosen to participate in the experimental trial that included board game play about medication knowledge, and 35 nurses were chosen at random to participate in a lecture about knowledge. The experimental trial played a board game called “Medication Memory”. The game consisted of game cards, cotton swabs, vials, and tokens as shown in the photo.

 

4. Outcomes

The experimental group and comparison group both showed improvement based on the pre and post interventions and there was no difference in scores, however, when retested a month later, the experimental group reported to have much higher scores than the comparison group. Students also reported to be in favor of a board game learning to increase medical knowledge compared to the lecture. The demographics of each group were mostly women, around 21 years old with an 82-grade point average. So far, I believe this experiment has found a way to improve student medication knowledge in nursing education, and the experiments outcomes were expected. However, like the article states, it is difficult to assess based on one experiment with a small group of students with a specific demographic. 

 

5. Implications

The implications of this case study are that game based learning is deemed to be effective and favored when it comes to student learning. The experiment doesn’t show that game-based learning is more effective than lectures, but the experiment shows that more knowledge seemed to be obtained longer (better memory). No matter the age, learning can be fun and is a great intrinsic motivator. Students are most likely to obtain knowledge when they are deeply engaged in instruction. The case study in this article was a great start to test effectiveness, however I think switching the students in each group in the case study and allowing them to compare learning medication knowledge through games versus lectures would be the most effective. I also think that researchers could conduct multiple studies. As well as explain how the lecture was given. I think that the way the lecture is presented will affect student outcome and memory. I also wonder what the outcomes would be if students attended both the lecture and played a board game on medication knowledge.  The articles also shared the limitations of the study, which were that only 14 commonly prescribed medications were used in the board game, and researchers do not know how students would do if more prescribed medications were implemented in the game. 

 

References

Oblinger, D. G. (2004). The Next Generation of Educational Engagement. Journal of Interactive Media in Education, 2004(1), 10. https://doi.org/10.5334/2004-8-oblinger

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