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Baid and Lambert, 2010

This document discusses using games as a teaching technique for millennial nursing students. It introduces the concept of a Jeopardy-style game called "Nursopardy" to reinforce fundamentals of nursing material. Nursopardy was modeled after the popular TV game show and contained trivia based on first semester nursing class content aligned with NCLEX guidelines. Students completed a Likert scale evaluation to assess their perceptions of whether Nursopardy was beneficial to learning. Qualitative feedback was also collected to gather students' opinions on using the game.

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38 views1 page

Baid and Lambert, 2010

This document discusses using games as a teaching technique for millennial nursing students. It introduces the concept of a Jeopardy-style game called "Nursopardy" to reinforce fundamentals of nursing material. Nursopardy was modeled after the popular TV game show and contained trivia based on first semester nursing class content aligned with NCLEX guidelines. Students completed a Likert scale evaluation to assess their perceptions of whether Nursopardy was beneficial to learning. Qualitative feedback was also collected to gather students' opinions on using the game.

Uploaded by

Alyssa Ashley
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Introduction

Today’s students are accustomed to living in a highly technological


world (Baid and Lambert, 2010). Millennials, students born
in or after 1982, are included in this group of students, who have
different learning preferences than their predecessors. Nursing
faculty often favor teaching methods that clash with these learning
preferences (Oblinger, 2003). Recognizing and providing innovative
teaching strategies to address students’ generational diversity is
important for maximizing student retention and progress. Millennials
expect instantaneous responses and multi-task with ease but
often have difficulty in focusing on one activity. Active, engaging
learning activities are preferred over lecture or other teachercentric
approaches. This generation of students provides challenges
to teachers including the need to review curriculum and
incorporate video, graphics, sound and kinesthetic learning
opportunities into teaching (Pardue and Morgan, 2008). The
majority of current baccalaureate undergraduate students fall into
the Millennial category (McCurry and Martins, 2010).
Nurse educators are challenged to use teaching techniques that
maintain students’ motivation to learn. Games are one technique
that can be utilized to obtain students’ attention and bring deep
rather than surface level, passive learning. Quiz-style games can
benefit instructors as a formative assessment to see if students have
met the desired learning outcomes or need more teaching in an
area (Baid and Lambert, 2010).
This case study looks at the creation, implementation and
evaluation of ‘Nursopardy’, a Jeopardy-inspired nursing game, used
to reinforce and review Fundamentals of Nursing material. Jeopardy
is a popular American television game show that has been in
syndication since 1984. The game features trivia and has been seen
by millions of viewers worldwide (Alex Trebek: Host, 2012). The
trivia for ‘Nursopardy’ was based on material learned in the first
semester of nursing classes, guided by the NCLEX blueprint. Evaluation
was completed with a Likert scale (1 ¼ strongly disagree,
5 ¼ strongly agree) to examine students’ perception of the game,
including whether they found it to be beneficial to learning.
Qualitative informationwas also gathered; students were given the
opportunity to write their own feedback about the use of
‘Nursopardy’.

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