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Recommended Citation
Roman K, Lis T. Rhythm Rescue: Gamification to Reinforce Electrocardiogram Knowledge. Professional Development poster presentation at Elevating Nursing Excellence: Purpose, Profession, Passion; Advocate Health Midwest Region Nursing Research & Professional Development Conference 2024; November 13, 2024; virtual.
Presentation Notes
Professional Development poster presentation at Elevating Nursing Excellence: Purpose, Profession, Passion; Advocate Health Midwest Region Nursing Research & Professional Development Conference 2024; November 13, 2024; virtual.
Abstract
Background:
Electrocardiogram strip interpretation and subsequent intervention are crucial concepts for novice nurses, as they play a vital role in providing safe and effective patient care. Traditional teaching modalities do not meet modern learners' needs. These learners seek on-demand, interactive, and engaging educational opportunities.
Purpose:
Increase learners' confidence in electrocardiogram strip interpretation and intervention using interactive, gamified micro-learning opportunities.
Methods:
Literature demonstrates that integrating gamification in education increases learner knowledge, interest, and engagement. Environmental scanning identified three problematic rhythms to target. Current technology leveraged to design and develop an interactive, self-paced case study game to promote identification and intervention. Pictures of supplies nurses would use in practice and a video of mock defibrillation were utilized to reinforce understanding. Patient scenarios unfolded as the learner progressed through the case study. Incorrect answers directed learners back to the question to allow them to identify the correct answer. The game was distributed to inpatient nurses across two states through the Midwest Region electrocardiogram learning labs, meetings with Nursing Professional Development practitioners, and purposeful rounding on the units.
Results:
Learners completed a Likert scale confidence survey upon completion. Pregame confidence was 3.33 out of 5.0, with an increase in confidence to 4.22 post-game. Every learner indicated that the game was beneficial to their learning. Qualitative feedback showed learners felt this was
helpful, fun, and engaging. Learners thought it was an interactive, profound knowledge refresher that helped them apply their ECG knowledge to real-life case scenarios. Learners asked for additional rhythms, including heart blocks, presented in a similar format.
Conclusions/Implications for Practice:
By harnessing the power of games, educators can create engaging and effective learning experiences that prepare nurses to interpret rhythms confidently and accurately in clinical practice. Utilizing gamification creates a more dynamic, motivating, and memorable learning environment for learners versus a traditional classroom learning approach.
Document Type
Poster
Publication Date
11-13-2024
Rhythm Rescue: Gamification to Reinforce Electrocardiogram Knowledge
Background:
Electrocardiogram strip interpretation and subsequent intervention are crucial concepts for novice nurses, as they play a vital role in providing safe and effective patient care. Traditional teaching modalities do not meet modern learners' needs. These learners seek on-demand, interactive, and engaging educational opportunities.
Purpose:
Increase learners' confidence in electrocardiogram strip interpretation and intervention using interactive, gamified micro-learning opportunities.
Methods:
Literature demonstrates that integrating gamification in education increases learner knowledge, interest, and engagement. Environmental scanning identified three problematic rhythms to target. Current technology leveraged to design and develop an interactive, self-paced case study game to promote identification and intervention. Pictures of supplies nurses would use in practice and a video of mock defibrillation were utilized to reinforce understanding. Patient scenarios unfolded as the learner progressed through the case study. Incorrect answers directed learners back to the question to allow them to identify the correct answer. The game was distributed to inpatient nurses across two states through the Midwest Region electrocardiogram learning labs, meetings with Nursing Professional Development practitioners, and purposeful rounding on the units.
Results:
Learners completed a Likert scale confidence survey upon completion. Pregame confidence was 3.33 out of 5.0, with an increase in confidence to 4.22 post-game. Every learner indicated that the game was beneficial to their learning. Qualitative feedback showed learners felt this was
helpful, fun, and engaging. Learners thought it was an interactive, profound knowledge refresher that helped them apply their ECG knowledge to real-life case scenarios. Learners asked for additional rhythms, including heart blocks, presented in a similar format.
Conclusions/Implications for Practice:
By harnessing the power of games, educators can create engaging and effective learning experiences that prepare nurses to interpret rhythms confidently and accurately in clinical practice. Utilizing gamification creates a more dynamic, motivating, and memorable learning environment for learners versus a traditional classroom learning approach.
Affiliations
Advocate Lutheran General Medical Cardiac Intensive Care Unit