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Impact of Gamification on Engagement of Prelicensure Nursing Students : = Faculty Perceptions.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Impact of Gamification on Engagement of Prelicensure Nursing Students :/
Reminder of title:	Faculty Perceptions.
Author:	Lucas, Elizabeth.
Description:	1 online resource (136 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: B.
Contained By:	Dissertations Abstracts International84-10B.
Subject:	Nursing. -
Online resource:	click for full text (PQDT)
ISBN:	9798379436544

Impact of Gamification on Engagement of Prelicensure Nursing Students : = Faculty Perceptions.
Lucas, Elizabeth.

Impact of Gamification on Engagement of Prelicensure Nursing Students :Faculty Perceptions. - 1 online resource (136 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: B.

Thesis (Ed.D.)--Bryan College of Health Sciences, 2023.

Includes bibliographical references

The United States is facing a current and worsening nursing workforce shortage which poses a threat to today's healthcare structure. Strategies to combat this shortage by increasing the number of qualified applicants admitted to nursing programs each year have been implemented. In addition to increasing the number of students admitted each year, work must be done to better support those nursing students to make it to graduation. A method that can help is through achieving student engagement which has been linked to improved critical thinking, learning, and grades. One teaching strategy that has the potential to increase student engagement is gamification, which is the use of game elements in non-game contexts. In this exploratory-descriptive qualitative study, six nursing faculty who used gamification to teach prelicensure nursing students were interviewed regarding their perception of student engagement using gamification as well as the influences and outcomes of gamification use. Data received from these interviews were analyzed for common themes. Through the analysis, eight themes emerged: (a) gamification impacts student engagement; (b) students express engagement using verbal and nonverbal means; (c) the university impacts faculty's ability to successfully implement gamification; (d) internal and external factors influence faculty's decision to use gamification; (e) faculty consider student outcomes when choosing, designing, and implementing gamification; (f) certain game elements are more effective in activating student engagement; (g) student characteristics impact student engagement when using gamification; and (h) achieving student engagement using gamification creates positive student outcomes. This study exhibits significant implications for nursing education, faculty, and administrators as it shows that gamification can impact prelicensure nursing students' emotional, cognitive, and behavioral engagement and that it can result in positive student outcomes like learning, enjoyment, and collaboration. It also showed the important role that the university and administration can have on the successful use of gamification and the factors that nursing faculty must consider for gamification including aspects of time limitations, financial resources, student characteristics, particular game elements, and the faculty's intended student outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379436544Subjects--Topical Terms:

563081
Nursing.
Subjects--Index Terms:

Faculty attitudesIndex Terms--Genre/Form:

554714
Electronic books.

Impact of Gamification on Engagement of Prelicensure Nursing Students : = Faculty Perceptions.
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520 $a The United States is facing a current and worsening nursing workforce shortage which poses a threat to today's healthcare structure. Strategies to combat this shortage by increasing the number of qualified applicants admitted to nursing programs each year have been implemented. In addition to increasing the number of students admitted each year, work must be done to better support those nursing students to make it to graduation. A method that can help is through achieving student engagement which has been linked to improved critical thinking, learning, and grades. One teaching strategy that has the potential to increase student engagement is gamification, which is the use of game elements in non-game contexts. In this exploratory-descriptive qualitative study, six nursing faculty who used gamification to teach prelicensure nursing students were interviewed regarding their perception of student engagement using gamification as well as the influences and outcomes of gamification use. Data received from these interviews were analyzed for common themes. Through the analysis, eight themes emerged: (a) gamification impacts student engagement; (b) students express engagement using verbal and nonverbal means; (c) the university impacts faculty's ability to successfully implement gamification; (d) internal and external factors influence faculty's decision to use gamification; (e) faculty consider student outcomes when choosing, designing, and implementing gamification; (f) certain game elements are more effective in activating student engagement; (g) student characteristics impact student engagement when using gamification; and (h) achieving student engagement using gamification creates positive student outcomes. This study exhibits significant implications for nursing education, faculty, and administrators as it shows that gamification can impact prelicensure nursing students' emotional, cognitive, and behavioral engagement and that it can result in positive student outcomes like learning, enjoyment, and collaboration. It also showed the important role that the university and administration can have on the successful use of gamification and the factors that nursing faculty must consider for gamification including aspects of time limitations, financial resources, student characteristics, particular game elements, and the faculty's intended student outcomes.
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