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dc.contributor.authorMerriweather, Jeanette
dc.contributor.authorWright, Stephanie
dc.date.accessioned2012-06-04T12:07:45Zen
dc.date.available2012-06-04T12:07:45Zen
dc.date.issued2012en
dc.identifier.urihttp://hdl.handle.net/10675.2/441en
dc.descriptionPresented at the Drexel University Nursing Education Institute, June 19-22, 2012, Hyatt Regency Savannah, Conference Center, Savannah, Georgia.en_US
dc.description.abstractThe use of games as a pedagogical strategy to promote active learning in the classroom and clinical area is an idea whose time has come (Skiba, 2008). Current evidence strongly suggests that innovative teaching strategies improve learning outcomes. Although lecture format is the traditional method of teaching that delivers a large amount of information in a short period of time, it has not shown to produce widespread critical thinking in the classroom setting (Blakely, Skirton, Cooper, Allum & Nelmes, 2008). Among the many reasons for using gaming as an instructional strategy is that it allows students to engage in active learning, critical thinking, problem solving and enjoy the value of fun in learning. When the process of learning is perceived as fun, students may experience less stress and anxiety. Information that might be considered dry and boring can be delivered in an atmosphere that is stimulating, enjoyable, and conducive to learning (Royse & Newton, 2007).
dc.language.isoen_USen_US
dc.publisherGeorgia Health Science Universityen_US
dc.subjectGamesen_US
dc.subjectPedagogical Adjunctsen_US
dc.subjectNursing Educationen_US
dc.titleThe Use of Games as Pedagogical Adjuncts in Nursing Educationen_US
dc.typePresentationen_US
dc.contributor.corporatenameCollege of Nursingen_US
html.description.abstractThe use of games as a pedagogical strategy to promote active learning in the classroom and clinical area is an idea whose time has come (Skiba, 2008). Current evidence strongly suggests that innovative teaching strategies improve learning outcomes. Although lecture format is the traditional method of teaching that delivers a large amount of information in a short period of time, it has not shown to produce widespread critical thinking in the classroom setting (Blakely, Skirton, Cooper, Allum & Nelmes, 2008). Among the many reasons for using gaming as an instructional strategy is that it allows students to engage in active learning, critical thinking, problem solving and enjoy the value of fun in learning. When the process of learning is perceived as fun, students may experience less stress and anxiety. Information that might be considered dry and boring can be delivered in an atmosphere that is stimulating, enjoyable, and conducive to learning (Royse & Newton, 2007).


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