Juegos serios en emergencias: Una herramienta formativa sanitaria

Serious games in emergency: A health training tool

  • José Manuel Castillo Rodríguez Universidad Antonio de Nebrija (Salamanca, España)
Palabras clave: Juegos serios, Emergencias, Educación en enfermería
Key-words: Serious games, Emergency, Nursing education

Resumen

Abstract

Bibliografía

1. Ashokka B, Dong C, Law LS-C, Liaw SY, Chen FG, Samarasekera DD. A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62. Medical Teacher. 2020; 42 (7): 724–37.
2. Keys E, Luctkar-Flude M, Tyerman J, Sears K, Woo K. Developing a Virtual Simulation Game for Nursing Resuscitation Edu-cation. Clinical Simulation in Nursing. 2020; 39: 51–4.
3. Sánchez Bermejo R, Gorjón Peramato esther, Garví García miguel, Morillo Rodríguez javier, Ávila Martín gerardo, Gómez Urquiza JL. La perspectiva de la formación universitaria sobre la Enfermería de urgencias y emergencias: la opinión del alumna-do. Metas de Enfermería. 2020; 23 (3): 16–23.
4. Lira ALB de C, Adamy EK, Teixeira E, Silva FV da. Nursing education: challenges and perspectives in times of the COVID-19 pandemic. Revista brasileira de enfermagem. 2020; 73 (Suppl 2): e20200683.
5. Bi M, Zhao Z, Yang J, Wang Y. Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Medical Teacher. 2019;41(10):1124–8.
6. Dickinson BL, Lackey W, Sheakley M, Miller L, Jevert S, Shattuck B. Involving a real patient in the design and implementation of case-based learning to engage learners. Advances in Physiology Education. 2018;42(1):118–22.
7. Ilkiw JE, Nelson RW, Watson JL, Conley AJ, Raybould HE, Chigerwe M, et al. Curricular revision and reform: The process, what was important, and lessons learned. Journal of Veterinary Medical Education. 2017;44(3):480–9.
8. Ge L, Chen Y, Yan C, Chen Z, Liu J. Effectiveness of flipped classroom vs traditional lectures in radiology education: A meta-analysis. Medicine. 2020;99(40):e22430.
9. Sakai D, Joyce K, Sugimoto M, Horikita N, Hiyama A, Sato M, et al. Augmented, virtual and mixed reality in spinal surgery: A real-world experience. Journal of Orthopaedic Surgery. 2020;28(3):1–12.
10. Smith MB, Macieira TGR, Bumbach MD, Garbutt SJ, Citty SW, Stephen A, et al. The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review. American Journal of Hospice and Palliative Medicine. 2018;35(8):1140–54.
11. Moro C, Štromberga Z, Raikos A, Stirling A. The effectiveness of virtual and augmented reality in health sciences and medi-cal anatomy. Anatomical Sciences Education. 2017;10(6):549–59.
12. Kinder FD, Kurz JM. Gaming Strategies in Nursing Education. Teaching & Learning in Nursing. 2018 Oct;13(4):212–4.
13. McEnroe-Petitte D, Farris C. Using Gaming as an Active Teaching Strategy in Nursing Education. Teaching & Learning in Nursing. 2020 Jan;15(1):61–5.
14. Young J. Using a Role-Play Simulation Game to Promote Systems Thinking. Journal of Continuing Education in Nursing. 2018 Jan;49(1):10–1.
15. Raines DA. Med-Match: An Interactive Game to Learn Medications for Clinical Practice. Nursing Education Perspectives (Wolters Kluwer Health). 2020 Jan;41(1): E8–9.
16. Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebø Å. Developing a Serious Game for Nurse Education. Journal of Gerontological Nursing. 2018 Jan;44(1):15–9.
17. Tan AJQ, Lee CCS, Lin PY, Cooper S, Lau LST, Chua WL, et al. Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial. Nurse Education Today. 2017; 55:38–44.
18. Ward M, Ní Shé É, De Brún A, Korpos C, Hamza M, Burke E, et al. The co-design, implementation and evaluation of a seri-ous board game “PlayDecide patient safety” to educate junior doctors about patient safety and the importance of reporting safe-ty concerns. BMC medical education. 2019 Jun;19(1):232.
19. Kutzin JM. Escape the room: Innovative approaches to interprofessional education. Journal of Nursing Education. 2019;58(8):474–80.
20. Guckian J, Eveson L, May H. The great escape? The rise of the escape room in medical education. Future Healthcare Journal. 2020;7(2):112–5.
21. Brown N, Darby W, Coronel H. An Escape Room as a Simulation Teaching Strategy. Clinical Simulation in Nursing. 2019; 30:1–6.
22. Morrell BLM, Eukel HN. Educational Innovations Escape the Generational Gap: A Cardiovascular Escape Room for Nursing Education. 2020;59(2):111–6.
23. Boada I, Rodriguez-Benitez A, Garcia-Gonzalez JM, Olivet J, Carreras V, Sbert M. Using a serious game to complement CPR instruction in a nurse faculty. Computer Methods and Programs in Biomedicine. 2015;122(2):282–91.
24. Bonet N, von Barnekow A, Mata MT, Gomar C, Tost D. Three-Dimensional Game-Based Cardiopulmonary Bypass Training. Clinical Simulation in Nursing. 2021; 50:81-91.
25. Keys E, Luctkar-Flude M, Tyerman J, Sears K, Woo K. The Integration of Virtual Simulation Gaming Into Undergraduate Nursing Resuscitation Education: A Pilot Randomised Controlled Trial. Clinical Simulation in Nursing. 2021 May;54:54–61.
26. Ma D, Shi Y, Zhang G, Zhang J. Does theme game-based teaching promote better learning about disaster nursing than scenar-io simulation: A randomized controlled trial. Nurse Education Today. 2021 Aug;103.
27. Zehler A, Musallam E. Game-Based Learning and Nursing Students’ Clinical Judgment in Postpartum Hemorrhage: A Pilot Study. Journal of Nursing Education. 2021 Mar;60(3):159–64.
28. Morrell BLM, Eukel HN, Santurri LE. Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room. Nurse Education Today. 2020 Oct;93.
29. Roman P, Rodriguez-Arrastia M, Molina-Torres G, Márquez-Hernández V V, Gutiérrez-Puertas L, Ropero-Padilla C. The escape room as evaluation method: A qualitative study of nursing students’ experiences. Medical Teacher. 2020 Apr;42(4):403–10.
30. Johnsen HM, Briseid HS, Brodtkorb K, Slettebø Å, Fossum M. Nursing students’ perceptions of combining hands-on simula-tion with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. Nurse Education Today. 2021 Feb;97.
31. Fijačko N, Gosak L, Debeljak N, Skok P, Štiglic G, Cilar L. Gamification in nursing: a literature review. Obzornik Zdravstvene Nege. 2020 Apr;54(2):133–52.
32. Gómez-Urquiza JL. Gamificación y aprendizaje basado en juegos en la docencia en Enfermería. Metas de Enfermería. 2019; 22(3):29–32.
33. Ghoman SK, Patel SD, Cutumisu M, Von Hauff P, Jeffery T, Brown MRG, et al. Serious games, a game changer in teaching neonatal resuscitation? A review. Archives of Disease in Childhood: Fetal and Neonatal Edition. 2020;105(1):F98–107.
34. Gerard JM, Scalzo AJ, Borgman MA, Watson CM, Byrnes CE, Chang TP, et al. Validity Evidence for a Serious Game to As-sess Performance on Critical Pediatric Emergency Medicine Scenarios. Simulation in Healthcare. 2018;13(3):168–80.
35. Creutzfel dt J, Hedman L, Heinrichs LR, Youngblood P, Felländer-Tsai L. Cardiopulmonary resuscitation training in high school using avatars in virtual worlds: An international feasibility study. Journal of Medical Internet Research. 2013;15(1):1–14.
36. Chon SH, Timmermann F, Dratsch T, Schuelper N, Plum P, Berlth F, et al. Serious games in surgical medical education: A virtual emergency department as a tool for teaching clinical reasoning to medical students. JMIR Serious Games. 2019;7(1):1–11.
37. Planchon J, Vacher A, Comblet J, Rabatel E, Darses F, Mignon A, et al. Serious game training improves performance in com-bat life-saving interventions. Injury. 2018;49(1):86–92.
38. Dit Gautier EJ, Bot-Robin V, Libessart A, Doucède G, Cosson M, Rubod C. Design of a serious game for handling obstetrical emergencies. JMIR Serious Games. 2016;4(2).
39. Nicolaidou I, Antoniades A, Constantinou R, Marangos C, Kyriacou E, Bamidis P, et al. A virtual emergency telemedicine serious game in medical training: A quantitative, professional feedback-informed evaluation study. Journal of Medical Internet Research. 2015;17(6): e150.
40. Aksoy E. Comparing the effects on learning outcomes of tablet-based and virtual reality-based serious gaming modules for basic life support training: Randomized trial. JMIR Serious Games. 2019;7(2).
41. Olszewski AE, Wolbrink TA. Serious Gaming in Medical Education: A Proposed Structured Framework for Game Develop-ment. Simulation in Healthcare. 2017;12(4):240–53.
42. Haoran G, Bazakidi E, Zary N. Serious Games in Health Professions Education: Review of Trends and Learning Efficacy. Yearbook of medical informatics. 2019;28(1):240–8.
43. Friedrich C, Teaford H, Taubenheim A, Sick B. Interprofessional health care escape room for advanced learners. Journal of Nursing Education. 2020;59(1):46–50.
44. Suppan M, Abbas M, Catho G, Stuby L, Regard S, Achab S, et al. Impact of a serious game (Escape COVID-19) on the In-tention to Change COVID-19 control practices among employees of long-term care facilities: Web-based randomized controlled trial. Journal of Medical Internet Research. 2021;23(3):1–18.
45. Phungoen P, Promto S, Chanthawatthanarak S, Maneepong S, Apiratwarakul K, Kotruchin P, et al. Precourse preparation using a serious smartphone game on advanced life support knowledge and skills: Randomized controlled trial. Journal of Medical Internet Research. 2020;22(3):1–11.

Novedades
Estadísticas
Cómo citar
1.
Castillo Rodríguez, José Manuel. Juegos serios en emergencias: Una herramienta formativa sanitaria. Garnata 91. 2021; 24: e212414. Disponible en: http://ciberindex.com/c/g91/e212414 [acceso: 21/01/2022]
Comentarios

DEJA TU COMENTARIO     VER 0 COMENTARIOS

Normas y uso de comentarios


Hay un total de 0 comentarios


INTRODUCIR NUEVO COMENTARIO

Para enviar un comentario, rellene los campos situados debajo. Recuerde que es obligatorio indicar un nombre y un email para enviar su comentario (el email no sera visible en el comentario).

Nombre:
e-mail:
Comentario: