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Team Based Gaming Simulation

Survivors, are you ready?

A group of Year 3 Bachelor of Nursing students were randomly selected for the opportunity to work together in simulation using a team-based gaming format for optimal patient and family-centred care all the while in a format like the popular ‘Survivor’ game.

In this simulation study, Professors M. Rykhoff, S. Secord, and S. Cop are comparing learning experiences of two delivery approaches: using the Traditional High-Fidelity simulation patients and a newly designed Team-Based Gaming approach with simulation patients. Students in both delivery formats have the same simulation scenario and report and the same learning objectives.

In traditional high fidelity patient simulation, a student is chosen to begin the history taking and assessments with another student playing the family role, and at times another health care team member. The remaining students play the role as observers. The team based gaming simulation involves all students participating in learning activities and stations competing with another team for optimal patient care. The team based activities included learning activities such as anticipating the healthcare provider orders; obtaining a health history, focused physical assessment and vital signs; performing a dosage calculation of medications to administer; and preparing and administering the medications, and providing any health teaching as necessary.

There are further nuances to the game format making it team based. In the end though, students self-reflect on what they did well within the team, what areas need developing, as well as providing feedback to their peers.

Students rated their learning experiences in both delivery formats as positive. However, the student feedback of students participating in the team-based gaming delivery format highlighted opportunity for development of skills such as teamwork, collaboration, patient safety, and leadership as valuable to students learning. Furthermore, the opportunity provided students a learning experience which reflect Humber’s learning outcomes, Meta-Skill - “critical thinking”; Skills in action, “collaboration, communication, leadership, and strategic problem solving….”

The following feedback was taken from the participating students:

  • “It was a great learning experience that helped me to critically think and develop my teamwork/leadership skills.”
  • “More minds, more critical thinking, safer patient care. One person can pick up on another’s near miss. Everyone found their own strengths as the leader in each station”.
  • “Very helpful. Having a team to back me up increased my confidence, knowledge, and critical thinking skills. The client is very supported in a team environment”
  • “I would describe this experience as educational, non-judgmental open learning. Feel comfortable to ask peers and practice nursing skills. This experience helps to improve communication skills and team-work”

All-in-all, although one Survivor team completed the learning activities in a more timely fashion, every team member’s aim was to provide the best optimal care. It’s the learning that counts!

Bachelor of Nursing students

Bachelor of Nursing students

Bachelor of Nursing students

Bachelor of Nursing students