Gaming, Jeopardy and Match Game as a Strategy In Nursing education

Afza.Malik GDA

Nursing Education and Gaming, Jeopardy & Match Game as a Strategy

Gaming, Jeopardy and Match Game as a Strategy In Nursing education

What Is Gaming as Strategy In Nursing Education, Developmental Jeopardy Strategy In Nursing Education, Match Game Strategy In Nursing Education ,Implementation of Match Game Strategy In Nursing Education.

What Is Gaming as Strategy In Nursing Education

    General Description Any ousting class content can be put into game format. You can choose a marketed game, adapt a game show, or devise your own games at home.

    Preparation and Equipment When planning a game, keep in mind the class objectives, group size, and volume of content. Games can last 10 min uses or the entire clause period. You can use them to test knowledge or provide an unusual out of class study, you may want to clarify the purpose of the game-teaching information, reinforcing content, assessing knowledge level, summarizing a class, or reviewing for an examination.

    In smaller clamed you can use board games to teach concepts. These games can be purchased or you can make your own. You can also adapt a game show to assist with course-specific content. Students enjoy the competition, creativity, and fun associated with gaming in the clam room, but the games do take a lot of preparation and time in the classroom.

    One game show popular in the classroom is firepans You need to pick the topic for foumarts finding five categories for answers. Yins compose five answers for each category in which questions are progressively more difficult as the money amount increases on the chart. Some instructors choose to develop a “daily double” to add an extra challenge.

Developmental Jeopardy Strategy In Nursing Education

    In Developmental Jeopardy 1 use some of the following questions for the Cognitive Understanding category: 100 This developmental skill allows children to use literature, check dimes, and use lists 200 This developmental skill allows school age children to categorize the symptoms of hyper-glycemia and hypo-glycemia.

    This developmental skill allows school age children to know when to get injections, snacks, and meals (What is the concept of time?) 400 An adolescent girl needs to know that during her menses, insulin needs may (What is increase) 500 The form of reasoning allows children to make the leap from signs and symptoms of hypo-glycemia to action steps. (What is inductive!)

    Here’s an example of the questions I use for the Teaching Principal category: 100 Doing an activity over and over adheres to this principle of teaching (What is repetition?) 200 Using a doll could assist in teaching these skills.

    (What is insulin administration and blood glucose monitoring) 300 These strategies may be effective in teaching diet planning to school-age children.

    (What is meal planning and 24-hour diet recall 400 Including the family is an effective teaching strategy became diabetes is this kind of disease.

    (What is a family disease?) 500 Role playing may be effective in addressing emotional ins because it does this (What is provides practice or developing empathy?)

    In this class, Arvpandy is used to introduce the content. When you use a game to teach a topic for the first time, make sure the content is easily understood or that it synthesizes existing knowledge. You can also provide Worksheet or handout for students who need more comprehensive and organized coverage of the topic.

    My favourite use of fee panty is in test reviews. Students seem to especially enjoy Pharmacology frepandy as a way to prepare for the final examination. I bring bells for the students to sing when they have an arower and give prizes to everyone. I’m always surprised at the level of competition these games comate, even though no real rewards or consequences are associated with them. 

    Gaming doesn’t have to get this elaborate to be fun and thought-provoking Puzzles and simple games make great brain teasers and icebreakers; on the first day of clinical rotation, they help to allay fears and encourage tram work. Here is one inspired by a common household magazine.

Match Game Strategy In Nursing Education 

    Another game I used is much simpler and makes a good icebreaker. I gave each student an index card. Half the cards listed the major sigma and symptoms of a disease or condition: the other half had the names of those discases or conditions. Students had to travel around the room to find the card that matched theits. The game took only 5 minutes, yet provided a rapid review of class content.

Implementation of Match Game Strategy In Nursing Education

    Gaming is a great way for both you and your students to assess knowledge before class discussion or in preparation for an examination.

    Use Gaming at the end of the semester, or the end of the course, as an examination review or to encourage cumulative learning.

    There are several marketed games developed by entrepreneurial nurses to foster learning. One such individual is Kathleen Wahh Free, who developed a game called “What if? What ehe! What then Free has developed more than eight games to reinforce critical thinking dolls, prioritization, data analysis methods. problem-solving, and nursing interventions. Games are specialty specific: I’ve used the paediatric edition in paediatric clinical post conferences.

    A new game called “What Next! provides unfolding case studies that reflect complex, dynamic client conditions. These games are valuable in nursing orientation groups and classes on decision making. 

    Technology has already advanced our Gaming opportunities. There are many Web sites to assist with game construction and development. A word of castion: games take a lot of class time. Always keep class objectives in mind to ensure that Gaming stays on task. Paul and Elder proposed a game entitled Deck of Events. 

    Instructors see a deck of index collect cues with a critical thinking out case of clinical question. The authors propose that instructors design their own clinical question deck and use these to challenge students during free time in the clinical area of at post-conference. 

    If Gaming as a test review, make a Worksheet of the major concepts and allow students to fill in the blanks. This technique allows the game to proceed in a more controlled fashion. Imitating the television show What Any Live, Bowles proposal forming panels of students who represent specific diseases, diagnoses, or procedures. 

    Other students question the panel in order to guess their identities. Bowles also cites a game entitled Revere Binge as a means to review class material. The instructor prepares a bingo caRd for each student. Only one card has the answers to all 25 questions in the game. The instructor calls out the 25 questions, and students cover each answer as the matching question is asked. The winning student fills the binge card and correctly answers the 25 questions.

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