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  1. Brull, Stacey DNP, RN, NE-BC
  2. Finlayson, Susan DNP, RN, NE-BC
  3. Kostelec, Teresa MSN, RN, CEN
  4. MacDonald, Ryan PhD
  5. Krenzischeck, Dina PhD, RN, CPAN, FAAN


BACKGROUND: Nursing administrators must provide cost-effective and efficient ways of orientation training. Traditional methods including classroom lecture can be costly with low retention of the information. Gamification engages the user, provides a level of enjoyment, and uses critical thinking skills.


PURPOSE: The aim of this study is to explore the effectiveness, during orientation, of 3 different teaching methods: didactic, online modules, and gamification. Specifically, is there a difference in nurses' clinical knowledge postorientation using these learning approaches?


METHODS: A quasi-experimental study design with a 115-person convenience sample split nurses into 3 groups for evaluation of clinical knowledge before and after orientation.


RESULTS: The gamification orientation group had the highest mean scores postorientation compared with the didactic and online module groups.


CONCLUSIONS: Findings demonstrate gamification as an effective way to teach when compared with more traditional methods. Staff enjoy this type of learning and retained more knowledge when using gaming elements.