Gaming: a teaching strategy to enhance adult learning.
BACKGROUND
As a nurse educator, I encountered many complaints from staff nurses about mandatory inservice education programs, stating that they are repetitious, time-consuming, often too basic, and at times, downright boring. One exception was an Infection Control Week education session that was done in the form of a game. This session set attendance records and had very positive feedback from staff nurses. As a result of this feedback, the use of gaming as a teaching strategy in nursing education was explored.


METHODS
A review of the literature on gaming as a teaching strategy was conducted with special attention to its history, current use, and successes in nursing education.


RESULTS
Introduced as a formal teaching strategy more than 75 years ago, gaming offers many advantages over more traditional teaching methods. Games connect theory more closely to real life situation and add innovation, diversity, and the opportunity for immediate feedback. Although gaining in popularity, gaming is not extensively used in nursing education as it is not considered a serious educational tool. However, recent literature suggests much success with its use.


CONCLUSIONS
Gaming as a teaching strategy has proven to be an effective way of conveying information in a stimulating, appealing manner. Games facilitate both beginning and experienced nurses' learning by providing an opportunity for experience without the danger or fear of jeopardizing patient safety.
Henry
J M
JM
Wellesley Central Hospital, Toronto, Ontario, Canada.
D000328:Adult; D004509:Education, Nursing, Continuing / Q000379:methods*; D005717:Games, Experimental; D006801:Humans; D017053:Infection Control; D007318:Inservice Training / Q000379:methods*; D007858:Learning; D009741:Nursing Staff, Hospital / Q000193:education* / Q000523:psychology; D011588:Psychology, Educational