Innovating Required Education with Gaming and Collaboration

Abstract

Designing and implementing education required by regulatory bodies is not always the most enticing topic for Nursing Professional Development Practitioners (NPDPs). While these topics have safety in mind, they can become mundane with repetition. Low-dose ketamine infusions in medical-surgical areas are one such topic; the NPDP was challenged to find a creative and effective strategy to address the topic. A dual strategy approach was employed; first small groups of 2-4 individuals collaborated to complete a cross-word puzzle that addressed cognitive components of the learning. Next, the same groups engaged in a low-fidelity problem-based-learning simulation scenario to identify and rectify inappropriate monitoring, medication administration, and documentation in a low-dose ketamine scenario. Debriefing was completed after the scenario to clarify any questions. This strategy required active participation, supported integration of cognitive knowledge into practice, and provided an environment for collaborative team work. All participants completing the evaluation agreed that the knowledge and skills were useful to their work and they were given adequate opportunity to demonstrate what they were learning. Ninety-six percent of participants found the method for education to be effective and enjoyed the activity. Finally, an increase in confidence was noted; on a scale of 1 (very low) to 5 (very high) the score increased from 3.52 before the activity to 4.29 after the activity (p<0.0001). This activity provided a meaningful experience for learners that was feasible for the NPDP to implement with large groups of participants.