This study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamification into active learning setups affects the skills development demanded by the workplace of the digital society of the twenty-first century, the academic achievement standards claimed by the academia, and the satisfaction with the learning process required by the students. Our results provide statistically significant empirical evidence, concluding that the generation of a co-creative and empowered gameful experience that supports students' overall value creation yields to satisfactory active learning setups without any loss of academic achievement, and allowing to develop a series of skills especially relevant for twenty-first century professionals.

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Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests?

Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course.

BackgroundIn the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level compe...

https://journals.sagepub.com/doi/pdf/10.1177/2377960820969389

Competency of Academic Nurse Educators

What educators could do to facilitate students' use of a deep approach to learning: A multisite cross-sectional design.

Motivation is one of the key factors in educational achievement. Like any other field of study, motivation in nursing is highly critical. The instructor's knowledge about the teaching methods that are effective in academic motivation of students enables them to adopt proper measures to improve the teaching efficiency. The present paper is a systemic review of the efficiency of instructional interventions in improvement of academic motivation in nursing students. The published papers related to the study from 2000 to February 2020 were searched at different databases such as PubMed, Scopus, Web of Science, PsycInfo, and ERIC. To examine the quality of the articles, critical appraisal instrument for reports of educational interventions was used. Totally, 18 articles entered the study for structured review. The majority of the articles reported that educational interventions improved academic motivation in nursing students. The effective teaching methods described in the reviewed articles that led to an improvement in academic motivation were simulation, case-based learning, cooperative learning, learning contract, peer assessment, and self-assessment using video typing. As the findings showed, implementation of applied and participatory methods in teaching process improved the academic motivation of nursing students. Therefore, using such methods, nursing instructors can improve the academic motivation of their students.

The effects of teaching methods on academic motivation in nursing students: A systematic review.

Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study.

Aim: Multiple sclerosis (MS) is one of the most common chronic progressive neurological diseases and is regarded as the non-traumatic cause of neurological disability in youth. The Multiple sclerosis patients need for family caregiver increasingly grows due to the progressive course of the disease, which worsens the symptoms over time. Family caregivers of this group of patients are subject to various challenges and needs in the area of patient care. Therefore, the present study was conducted to explain the social supportive needs of family caregivers of Multiple sclerosis patients. Methods and materials: This qualitative study was conducted in MS Society of Isfahan, Iran, through a conventional content analysis approach in 2019-2020. The participants were selected using a purposeful sampling method. The data was gathered using semi-structured interviews about care-related social supportive needs of Multiple sclerosis patient. After obtaining informed consent, interviews were conducted with 8 patients, 13 family caregivers, and 4 medical staff for approximately 30 to 60 minutes at the place agreed upon by the participants. All interviews were recorded using a recorder. After the interviews were reviewed several times, they were simultaneously transcripted, coded, and analyzed. Finally, Graneheim and Lundman (2004) conventional content analysis approach was used to analyze the data. Results: Findings of this study with regard to social supportive needs of family caregivers of multiple sclerosis patients were classified into 4 main categories, including "providing interaction opportunities to reduce isolation", "empathetic interaction with peers and treatment team members", "financial aids and attracting support from charities", and "family support", and 14 subcategories. conclusion: Findings of this study showed that among fundamental needs of these caregivers to be considered by health providers are providing interaction opportunities to reduce isolation, empathetic interaction with peers and treatment team members, financial aids and attracting support from charities, and support from family. Findings also showed that most of the family caregivers of multiple sclerosis patients do not receive adequate social and systemic support from health care providers and do not have access to support resources. In addition to providing access to proper support and social and systemic resources, the policy makers, health care providers, and nurses can, according to the findings of the present study, provide the required support programs to prepare these caregivers to play a more desirable role in caring for their patients, especially at home environment.

Social Support Needs of Iranian Family Caregivers of Multiple Sclerosis Patients: A Qualitative Study

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Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study.

Social Support Needs of Iranian Family Caregivers of Multiple Sclerosis Patients: A Qualitative Study