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Moghimian M, Kashani F, Hajirezaei Kashan F. Games as a Teaching Method in Iranian Nursing Education:
A Narrative Review. Iranian Journal of Medical Education 2025; 25 :109-121
URL: http://ijme.mui.ac.ir/article-1-5897-en.html
URL: http://ijme.mui.ac.ir/article-1-5897-en.html
Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan, Isfahan, Iran. , fateme.hajirezaei@iau.ac.ir
Abstract: (36 Views)
Introduction: Nursing education in Iran is mainly based on teacher-centered methods; however, innovative approaches such as games can play an important role in education by enhancing students’ active participation and critical thinking. This narrative review endeavored to synthesize evidence and examine the applications, benefits, and outcomes of using games in nursing education in Iran.
Methods: Accordingly, articles were searched using keywords including “game”, “gamification”, “game-based”, “game-based learning”, “serious games”, and “nursing education”. Articles published in Persian and English with full texts available between 2000 and 2025 academic years were retrieved from reputable databases including PubMed, Scopus, Web of Science, Cochrane, Magiran, SID, IranMedex, and Google Scholar. The quality of the articles was assessed using the JBI tool. Out of 1,218 articles, 16 relevant cases on the application of games in nursing education in Iran were included. Data were analyzed through comprehensive review, qualitative synthesis, and final conclusion.
Results: This review included 11 quasi-experimental studies, 1 short report, and 4 clinical trials. Findings indicated that game-based approaches, including gamification and game-based learning, were effective in improving nursing students’ self-efficacy, knowledge, clinical decision-making, learning, recall, motivation, and clinical thinking. However, games had limited effects on improving students' attitudes.
Conclusion: Games, as an innovative educational approach in nursing, provide diverse affordances across different levels of learning. To better utilize this method for enhancing the learning process and promoting nursing students’ clinical skills, it seems indispensable to develop appropriate educational policies, improve technological infrastructure, and allocate sufficient financial resources.
Methods: Accordingly, articles were searched using keywords including “game”, “gamification”, “game-based”, “game-based learning”, “serious games”, and “nursing education”. Articles published in Persian and English with full texts available between 2000 and 2025 academic years were retrieved from reputable databases including PubMed, Scopus, Web of Science, Cochrane, Magiran, SID, IranMedex, and Google Scholar. The quality of the articles was assessed using the JBI tool. Out of 1,218 articles, 16 relevant cases on the application of games in nursing education in Iran were included. Data were analyzed through comprehensive review, qualitative synthesis, and final conclusion.
Results: This review included 11 quasi-experimental studies, 1 short report, and 4 clinical trials. Findings indicated that game-based approaches, including gamification and game-based learning, were effective in improving nursing students’ self-efficacy, knowledge, clinical decision-making, learning, recall, motivation, and clinical thinking. However, games had limited effects on improving students' attitudes.
Conclusion: Games, as an innovative educational approach in nursing, provide diverse affordances across different levels of learning. To better utilize this method for enhancing the learning process and promoting nursing students’ clinical skills, it seems indispensable to develop appropriate educational policies, improve technological infrastructure, and allocate sufficient financial resources.
Type of Study: Review article |
Subject:
Teaching Methods
Received: 2025/09/22 | Accepted: 2025/11/25 | Published: 2025/05/31 | ePublished: 2025/05/31
Received: 2025/09/22 | Accepted: 2025/11/25 | Published: 2025/05/31 | ePublished: 2025/05/31
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