Enhancing CPR Proficiency in Nursing Student Through Gamified Learning: Insight From a Scoping Review
Main Article Content
Abstract
Gamification in nursing education is being recognized for its capacity to enhance engagement and educational achievements, particularly in cardio-pulmonary resuscitation. The study conducted scoping reviews using literature sources from Crossref, PubMed, Scopus, Semantic, and Google Scholar databases published between 2014 and 2024. Data analysis is conducted using a qualitative method to gather information from multiple relevant studies. Out of 1714 items discovered, only 6 have passed the final filtering stage. The results indicate that implementing gamification is successful in enhancing the self-efficacy, knowledge, and abilities of nursing students in CPR. Gamification incorporates gaming elements into CPR learning to enhance student participation and create an engaging educational experience. Enhancing current learning techniques in nursing education through the implementation of gamification is crucial.
Downloads
Article Details
References
Siahaan BJ, Hasan R, Sitepu A. Mayo Cardiac Intensive Care Unit Admission Risk Score (M-CARS) Validation Test to Assess Mortality During Treatment in Cardiovascular Care Unit (CVCU) Patients at Haji Adam Malik Hospital. Indones J Cardiol. 2022;43(IV):137–43.
Jang K, Kim SH, Oh JY, Mun JY. Effectiveness of self-re-learning using video recordings of advanced life support on nursing students’ knowledge, self-efficacy, and skills performance. BMC Nurs. 2021;20(1):1–10.
Nasr‑Esfahani M, Yazdannik A, Mohamadiriz S. Social Support and Self ‑ Care Behavior Study. J Educ Health Promot. 2019;8(151).
Eng Ho S, Tee SC. Nurses’ perceptions of self-efficacy in cardiopulmonary resuscitation at a private hospital in Selangor. Int e-Journal Sci Med Educ. 2018;12(2):14–21.
Zenani NE, Bello B, Molekodi M, Useh U. Effectiveness of school-based CPR training among adolescents to enhance knowledge and skills in CPR: A systematic review. Curationis. 2022;45(1).
Steinert Y, McLeod PJ, Boillat M, Meterissian S, Elizov M, MacDonald ME. Faculty development: A “Field of Dreams”? Med Educ. 2009;43(1):42–9.
Nevgi A, Löfström E. The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Stud Educ Eval. 2015;46:53–60.
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.
Creutzfeldt J, Hedman L, Felländer-Tsai L. Effects of pre-training using serious game technology on CPR performance - an exploratory quasi-experimental transfer study. Scand J Trauma Resusc Emerg Med. 2012;20:1–9.
Zhonggen Y. A Meta-Analysis of Use of Serious Games in Education over a Decade. Int J Comput Games Technol. 2019;2019(3).
Cheng MT, Lin YW, She HC, Kuo PC. Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. Br J Educ Technol. 2017;48(2):246–63.
Chen TS, Hsieh PL, Tung CC, Wu CH, Cheng YC. Evaluation of registered nurses’ interprofessional emergency care competence through the gamification of cardiopulmonary resuscitation training: a cross-sectional study. BMC Med Educ. 2023;23(1):1–9.
Johnson D, Deterding S, Kuhn KA, Staneva A, Stoyanov S, Hides L. Gamification for health and wellbeing: A systematic review of the literature. Internet Interv [Internet]. 2016;6:89–106. Available from: http://dx.doi.org/10.1016/j.invent.2016.10.002
Malicki A, Franz Henryk Vergara BV de C, Goyeneche P, Mann S, Scott MP, Seiler J, et al. Gamification in Nursing Education: An Integrative Literature Review. J Contin Educ Nurs. 2020;5(11):509–15.
Gentry SV, Gauthier A, Ehrstrom BLE, Wortley D, Lilienthal A, Car LT, et al. Serious gaming and gamification education in health professions: systematic review. J Med Internet Res. 2019;21(3).
Phillippi JC, Wyatt TH. Smartphones in nursing education. CIN - Comput Informatics Nurs. 2011;29(8):449–54.
Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Ann Intern Med. 2018;169(7):467–73.
Sanz-Martos S, Álvarez-García C, Álvarez-Nieto C, López-Medina IM, López-Franco MD, Fernandez-Martinez ME, et al. Effectiveness of gamification in nursing degree education. PeerJ. 2024;12(4):1–14.
Yang K, Boulom T. An Innovative Digital Platform to Enhance CPR Training Accessibility and Effectiveness using Gamification and Interactive Simulations. 2024;155–64.
Rodrigues LF, Oliveira A, Rodrigues H. Main gamification concepts: A systematic mapping study. Heliyon [Internet]. 2019;5(7):e01993. Available from: https://doi.org/10.1016/j.heliyon.2019.e01993
Lenjani B, Baftiu N, Pallaska K, Hyseni K, Gashi N, Karemani N, et al. Cardiac arrest - cardiopulmonary resuscitation Basri. J Acute Dis [Internet]. 2014;31–5. Available from: http://dx.doi.org/10.1016/S2221-6189(14)60007-X
Desiani S, Nuraeni A, Priambodo AP. How Do Knowledge and Self-Efficacy of Internship Nursing Students in Performing Cardiopulmonary Resuscitation? Belitung Nurs J. 2017;3(5):612–20.
Khaledi A, Ghafouri R, Anboohi SZ, Nasiri M, Ta’atizadeh M. Comparison of gamification and role-playing education on nursing students’ cardiopulmonary resuscitation self-efficacy. BMC Med Educ. 2024;24(1):1–6.
Kassabry MF. The effect of simulation-based advanced cardiac life support training on nursing students’ self-efficacy, attitudes, and anxiety in Palestine: a quasi-experimental study. BMC Nurs. 2023;22(1):1–9.
Damaševičius R, Maskeliūnas R, Blažauskas T. Serious Games and Gamification in Healthcare: A Meta-Review. Inf. 2023;14(2).
Hernández-Padilla J, Suthers F, Fernández-Sola C, Granero-Molina J. Development and psychometric assessment of the Basic Resuscitation Skills Self-Efficacy Scale. Eur J Cardiovasc Nurs. 2016;15(3):e10–8.
Jeong HW, Ju D, Lee AK, Lee JA, Kang NR, Choi EJ, et al. Effect of a hybrid team-based advanced cardiopulmonary life support simulation program for clinical nurses. PLoS One [Internet]. 2022;17(12 December):1–14. Available from: http://dx.doi.org/10.1371/journal.pone.0278512
Roh YS, Issenberg SB. Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self-efficacy in nursing students. Int J Nurs Pract. 2014;20(6):674–9.
Fija N, Creber RM, Metli Š, Strnad M. Effects of a Serious Smartphone Game on Nursing Students ’ Theoretical Knowledge and Practical Skills in Adult Basic Life Support : Randomized Wait List – Controlled Trial. 2024;12:1–18.
Gutiérrez-Puertas L, García-Viola A, Márquez-Hernández V V., Garrido-Molina JM, Granados-Gámez G, Aguilera-Manrique G. Guess it (SVUAL): An app designed to help nursing students acquire and retain knowledge about basic and advanced life support techniques. Nurse Educ Pract. 2021;50(October 2019).
Dziurka M, Machul M, Ozdoba P, Obuchowska A, Kotowski M, Grzegorczyk A, et al. Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education. Int J Environ Res Public Health. 2022;19(10).
Demirtas A, Basak T, Sahin G, Sonkaya MÇ. The Serious Game and Integrated Simulator for Cardiopulmonary Resuscitation Training in Nursing Students. Simulation & Gaming,. Simul Gaming. 2022;53(2):97–110.
Drummond D, Delval P, Abdenouri S, Truchot J, Ceccaldi PF, Plaisance P, et al. Serious game versus online course for pretraining medical students before a simulation-based mastery learning course on cardiopulmonary resuscitation. Eur J Anaesthesiol. 2017;34(12):836–44.
Dayapoğlu N, Tan M. Clinical nurses’ knowledge and attitudes toward patients with epilepsy. Epilepsy Behav. 2016;61:206–9.
Foldager N, Hansen H, Tewes MS, Bjørner T. Designing an engaging and informative application about first aid: Gamification and humor as design elements in a serious game. Lect Notes Inst Comput Sci Soc Telecommun Eng LNICST. 2017;195 LNICST(July 2017):78–87.
Partiprajak S, Thongpo P. Retention of basic life support knowledge, self-efficacy and chest compression performance in Thai undergraduate nursing students. Nurse Educ Pract [Internet]. 2016;16(1):235–41. Available from: http://dx.doi.org/10.1016/j.nepr.2015.08.012
Kurosawa H, Ikeyama T, Achuff P, Perkel M, Watson C, Monachino A, et al. A randomized, controlled trial of in situ pediatric advanced life support recertification (“Pediatric Advanced Life Support Reconstructed”) compared with standard pediatric advanced life support recertification for ICU frontline providers. Crit Care Med. 2014;42(3):610–8.
Demiray A, Keskin Kiziltepe S. The Effect of Computer Based Game on Improving Nursing Students’ Basic Life Support Application Skills: Experimental Study. Turkiye Klin J Nurs Sci. 2022;14(1):106–14.
Liou SR, Liu HC, Tsai SL, Chu TP, Cheng CY. Performance competence of pregraduate nursing students and hospital nurses: A comparison study. J Clin Nurs. 2020;29(13–14):2652–62.