EFFECT OF A GAMING WORKSHOP ON THE KNOWLEDGE AND ATTITUDE REGARDING GAMING OF NURSE EDUCATORS AND THEIR LIKELIHOOD OF ADOPTING GAMING AS A TEACHING METHOD.
Contributors: Widener University School Of Nursing.
Published: 1993
Number of pages: 175
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.
Description: The purpose of this pretest-posttest control group experimental study was to investigate the difference in knowledge about and attitude toward gaming, and the likelihood of adopting gaming between baccalaureate nurse educators who have attended a workshop about gaming and those who have not. Everett Rogers' diffusion of innovations theory provided the theoretical framework for this study.

The volunteer sample consisted of 47 nurse educators from six private Pennsylvania institutions of higher education teaching in National League for Nursing accredited baccalaureate nursing programs. These nurse educators were randomly assigned to either the experimental or control groups. The experimental group participated in a workshop about gaming.

A demographic instrument and a pretest and posttest which consisted of two instruments were administered to the experimental and control groups. The two instruments were the Knowledge About Gaming Instrument (KAGI) and the Attitude Toward Gaming Semantic Differential Instrument (ATG-SDI).

A content validity index of.91 for the KAGI and.81 for the ATG-SDI were established by a panel of experts known for their expertise in gaming and education. Test-retest reliability coefficient for the KAGI was 0.72. Cronbach's reliability coefficient for internal consistency for the ATG-SDI was 0.97.

Three hypotheses were tested in this study. The first hypothesis predicted that nurse educators who attended a gaming workshop would demonstrate greater knowledge about gaming than nurse educators who did not attend a workshop. This hypothesis was supported $(p<.001).$ The second hypothesis, which predicted that there would be a difference in the attitude toward gaming of nurse educators who attended a gaming workshop and nurse educators who did not attend a workshop, was supported (p =.007). The third hypothesis predicted that there would be a difference in the likelihood of adopting gaming as a teaching method between nurse educators who attended a gaming workshop and nurse educators who did not attend a workshop. This hypothesis was not supported (p =.775).

The findings of this study have the potential to add to a developing knowledge base in nursing education. This study also presents instruments to measure the knowledge and attitude of nurse educators regarding the teaching method of gaming.
Notes: Source: Dissertation Abstracts International, Volume: 54-10, Section: B, page: 5094.

Thesis (D.N.SC.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1993.

School code: 0969.