This presentation was given at the 2nd Annual National League of Nursing Boise State School of Nursing Simulation conference in April of 2014. It focused on How to integrate game-based teaching and learning into the curriculum.
Game-Based Teaching & Learning for Nursing & Healthcare (NLN/Boise 2014)
1. Eric
B.
Bauman,
PhD,
RN
Paramedic
Game
-‐
Based
Teaching
and
Learning
for
Nursing
and
Healthcare
Educa?on
The
NLN/Boise
State
University
2nd
Simula9on
Conference:
Exploring
New
Ideas
in
Simula9on
.
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2. Disclosures
&
Affilia?ons
Eric
B.
Bauman,
PhD,
RN,
Paramedic
– Fellow:
University
of
Wisconsin
School
of
Educa?on
-‐
Games+Learning+
Society
(GLS)
– Assistant
Dean:
Ins?tute
for
Research
and
Clinical
Strategy
–
DeVry
Educa?on
Group
– Associate
Director:
Center
for
Excellence
in
Simula?on
Educa?on
-‐
DeVry
Educa?on
Group
– Division
Chief,
EMS
–
Blooming
Grove
Fire
Dept.
– Managing
Member
–
Clinical
Playground,
LLC
– Managing
Member
–
Forensic
Analy?cs,
LLC
– Springer
Publishing
–
Author
– Relevant
Stock
–
CAE,
Zynga,
GE,
Pfizer
– Society
for
Simula?on
in
Healthcare
(SSH)
Serious
Games
&
VE
SIG
Co-‐Chair
– Interna?onal
Nursing
Associa?on
for
Clinical
Simula?on
and
Learning
(INACSL)
Any
and
all
discussion
and
content
represents
the
views
and
scholarship
of
the
presenters
and
does
not
proclaim
to
and
may
not
represent
the
views
of
any
employer
or
affilia?ons
named
in
these
disclosures
22. Expansion
of
the
Clinical
Space
Created
Space
An
environment
that
has
been
specifically
engineered
to
accurately
replicate
an
actual
exis?ng
space,
producing
sufficient
authen?city
and
fidelity
to
allow
for
the
suspension
of
disbelief.
Bauman
2007
hjp://www.mimicsimula?on.com
23. Expansion
of
the
Clinical
Space
Designed
Experience
…is
engineered
to
include
structured
ac?vi?es
targeted
to
facilitate
interac?ons
that
drive
an?cipated
experiences.
These
ac?vi?es
are
created
to
embody
par?cipant
experience
as
performance.
Squire,
2006
24. Good
Game
–
Well
Played
or
Not
Entertainment
Game
Strives
to
keep
the
player
in
the
game-‐based
environment.
Players
need
to
feel
like
the
cost
of
the
game
(money
and
commitment)
was
worthwhile.
This
encourages
subscrip?on
fees
and
future
franchise
purchases.
Educa9onal
or
Learning
Game
Prepares
learners
through
game-‐play
and
game
mechanics
for
and
out
of
game
experience.
It
strives
to
prepare
for
some
other
type
of
success.
25. Good
Game
–
Well
Played
or
Not
Educa9onal
or
Learning
Games:
Solve
a
problem
Map
back
to
the
curriculum
Must
be
evaluated
for
efficacy
and
correla?on
with
outcomes
It
is
possible
to
repurpose
Commercial
Games
for
learning
It
is
about
the
context,
objec?ves,
and
narra?ve
Remember
in
Healthcare
and
Educa?on
–
Do
No
Harm
hjp://e27.co/design-‐studio-‐workshop-‐with-‐will-‐evans-‐of-‐the-‐library-‐corpora?on/
26. Good
Game
–
Well
Played
or
Not
In
a
2010
survey
of
two
medical
schools,
students
responded
they
would
use
serious
games
under
the
following
condi?ons:
97%
if
game
is
fun
77%
if
helped
to
accomplish
an
important
goal
90%
if
helped
to
develop
skills
in
pa?ent
interac?ons
hjps://www.aamc.org/download/326404/data/technologynowgame-‐basedlearninginmedicaleduca?on.pdf
Knosp,
B.,
Hamill,
G.,
Correl,
J.
&
GIR
Ed
Tech
Work
Group
(2013)
Among
the
more
than
200
medical
students
surveyed,
77
percent
said
they
would
par?cipate
in
a
mul?-‐player
online
health
care
simulator
provided
it
helped
them
to
accomplish
an
important
goal.
Nauert,
R.
(2010)
hjp://psychcentral.com/news/2010/08/11/medical-‐school-‐educa?on-‐from-‐video-‐games/16680.html
29. 3DiTeams-‐Healthcare
Team
Training
in
a
Virtual
Environment
Jeff
Taekman,
et
al
Duke
University
Medical
Center
Examples
and
Demos
Team
Training
&
Decision
Making