SIMULATION/GAMING: A TEACHING/LEARNING STRATEGY.
Contributors: Columbia University. Teachers College.
Published: 1987
Number of pages: 116
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: Although evidence exists that simulation/gaming as a teaching/learning strategy is effective, nursing educators have neither fully utilized this strategy in their repertoire of teaching skills nor have they conducted research studies to validate its effectiveness. A simulation/game, NUTRITIONAL ASSESSMENT AND SUPPORT was designed, structured on Bruner's Theory of Instruction (1966). After didactic exposure to the content, 19 students played the simulation/game as part of their college laboratory experience; 18 students in another group did not. Utilizing a pre-test/post-test design, results showed that those students who played NUTRITIONAL ASSESSMENT AND SUPPORT as part of the college laboratory experience scored significantly higher on the post-test than did students who did not play the game T = 3.1266, (df = 35), p $<$.01. Based on these results, nursing educators might want to more completely investigate the development, critical analysis, and evaluation of simulation/games as a teaching/learning strategy.
Notes: Source: Dissertation Abstracts International, Volume: 48-07, Section: B, page: 1940.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1987.

School code: 0055.