Criticality: an interactive learning tool to formatively assess nurses undertaking critical care education

Gibson, Vanessa and Douglas, Margaret (2013) Criticality: an interactive learning tool to formatively assess nurses undertaking critical care education. In: European Federation of Critical Care Nurses Associations Conference, 23rd-25th May 2013, Belgrade Serbia.

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Abstract

AIM: The aim of the workshop is for the authors to share their experiences of developing an interactive board game which is used to formatively assess students on a critical care module, and for the audience to experience playing the game. We feel exposure of the game to a wider European audience will allow dissemination of this idea and allow us to judge its potential usefulness outside of the UK.
The use of games as educational tools are widely used throughout higher education. Critical care nursing is a complex and dynamic speciality. The aim of the Foundations in Critical Care Module at Northumbria University is primarily to increase the knowledge base of qualified nurses who work in the speciality of critical care. Critical illness is a very complex area of practice with many patients suffering from acute, single or multiple organ failure (DoH 2000). The difficulty for nurses is in the understanding, recognition and management of this complex set of illnesses. The assessment strategy for the module is an exam and is was envisaged that the development of the game would enable students to integrate knowledge from all of the sessions in the module and to identify subjects for revision prior to their final exam.
The game is based on a hybrid of Monopoly and Trivial Pursuit and the authors first had the idea for the game after attending a BACCN conference where Toby Edwards and Agi Holland presented their game entitled Neuropoly. The aim of the board game is for nurses to work in teams and compete against each other by asking and answering questions. Players have one hour to save their patient. In the hour they must collect a series of interventions required by the patient. Competition is introduced by working in teams competing against each other and the clock. The questions produced for the board game are similar to those used in the exam. The evaluation of the game exceeded our expectations with comments such as:
“To be able to take it home and play!”
“The game was a fun way to learn without making you feel stupid if you got the question wrong”
“Send it to the wards/units for staff to play with”
“It helped for on the spot thinking: thinking about the types of questions could be asked and understanding of the question to gather the appropriate answers”.
“Reminded me of the need to be specific in answers and explanations”
“It was learning without effort-motivation to learn”
“The questions prompted you to think what you had learnt over the last 10 weeks”

Delegates attending the workshop would be asked to form teams and actually play the game. Come along, its great fun. Places will be limited.

Item Type: Conference or Workshop Item (Paper)
Subjects: B700 Nursing
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Healthcare
Related URLs:
Depositing User: Vanessa Gibson
Date Deposited: 26 Nov 2014 16:38
Last Modified: 08 Aug 2017 08:40
URI: http://nrl.northumbria.ac.uk/id/eprint/18289

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