{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T12:22:38Z","timestamp":1787314958276,"version":"build-2736575974"},"reference-count":12,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2020,10,28]],"date-time":"2020-10-28T00:00:00Z","timestamp":1603843200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["aornjournal.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["AORN Journal"],"published-print":{"date-parts":[[2020,11]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>Nurse educators may experience challenges (eg, distracted learners, inability to provide immediate feedback) when teaching in a classroom setting. Further, the perioperative workforce is multigenerational\u2014younger staff members may have started using technology on a daily basis at a young age, so they may become distracted during traditional lectures and not retain important information. Online game\u2010based learning (GBL) platforms are one technological solution that perioperative educators can use to maintain student engagement and foster learning. Educators at an academic medical center used an online GBL platform to develop presentations on instrument sterilization and surgical attire with sterile technique. At the conclusion of the sessions, the participants submitted surveys evaluating the teaching method. The survey results showed that the respondents found the GBL program to be a fun and positive interactive learning experience. Nurse educators should consider using this type of technology to improve participation and knowledge retention when developing educational programs.<\/jats:p>","DOI":"10.1002\/aorn.13206","type":"journal-article","created":{"date-parts":[[2020,10,28]],"date-time":"2020-10-28T17:02:54Z","timestamp":1603904574000},"page":"447-456","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Engaging Perioperative Learners Using Online Game\u2010Based Education"],"prefix":"10.1002","volume":"112","author":[{"given":"Jennifer","family":"Crowley-Barnett","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Teresa","family":"Pagano","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Martha","family":"Kent","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,10,28]]},"reference":[{"key":"e_1_2_11_2_1","unstructured":"Nurse educator core competency.National League for Nursing.http:\/\/www.nln.org\/professional-development-programs\/competencies-for-nursing-education\/nurse-educator-core-competency. Accessed July 2 2020."},{"key":"e_1_2_11_3_1","unstructured":"Formative assessment.The Glossary of Education Reform.https:\/\/www.edglossary.org\/formative-assessment\/. Updated April 29 2014. Accessed August 4 2020."},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.21315\/eimj2017.9.2.2"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41039-018-0078-8"},{"key":"e_1_2_11_6_1","unstructured":"ZakrajsekT.Students who don\u2019t participate in class discussions: they are not all introverts. The Scholarly Teacher.https:\/\/www.scholarlyteacher.com\/post\/students-who-dont-participate-in-class-discussions. Published April 13 2017. Accessed July 15 2020."},{"issue":"15","key":"e_1_2_11_7_1","doi-asserted-by":"crossref","first-page":"3251","DOI":"10.3390\/s19153251","article-title":"Evaluation of the Create@School game\u2010based learning\u2013teaching approach","volume":"19","author":"Gaeta E","year":"2019","journal-title":"Sensors (Basel)."},{"issue":"1","key":"e_1_2_11_8_1","doi-asserted-by":"crossref","first-page":"24","DOI":"10.1891\/1078-4535.23.1.24","article-title":"Teaching millennials and Generation Z: bridging the generational divide","volume":"23","author":"Shatto B","year":"2017","journal-title":"Create Nurs."},{"key":"e_1_2_11_9_1","unstructured":"An intro to generations.The Center for Generational Kinetics.https:\/\/genhq.com\/faq-info-about-generations\/. Accessed July 2 2020."},{"key":"e_1_2_11_10_1","unstructured":"What do Generation Z and millennials expect from technology in education? Pearson Education.https:\/\/www.pearsoned.com\/generation-z-millennials-expect-technology-education. Published May 24 2018. Accessed July 2 2020."},{"key":"e_1_2_11_11_1","first-page":"458-","volume-title":"Educational analytics: a new frontier for gamification?","author":"Roche CC","year":"2018"},{"issue":"4","key":"e_1_2_11_12_1","doi-asserted-by":"crossref","first-page":"E6-","DOI":"10.1097\/NNE.0000000000000591","article-title":"Student perceptions of classic and game\u2010based online student response systems","volume":"44","author":"Wang W","year":"2019","journal-title":"Nurse Educ."},{"key":"e_1_2_11_13_1","unstructured":"What is Kahoot!?Kahoot!https:\/\/kahoot.com\/what-is-kahoot\/. Accessed July 12 2020."}],"container-title":["AORN Journal"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1002\/aorn.13206","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/full-xml\/10.1002\/aorn.13206","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/aornjournal.onlinelibrary.wiley.com\/doi\/pdf\/10.1002\/aorn.13206","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,9,3]],"date-time":"2023-09-03T10:21:20Z","timestamp":1693736480000},"score":1,"resource":{"primary":{"URL":"https:\/\/aornjournal.onlinelibrary.wiley.com\/doi\/10.1002\/aorn.13206"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020,10,28]]},"references-count":12,"journal-issue":{"issue":"5","published-print":{"date-parts":[[2020,11]]}},"alternative-id":["10.1002\/aorn.13206"],"URL":"https:\/\/doi.org\/10.1002\/aorn.13206","archive":["Portico"],"relation":{},"ISSN":["0001-2092","1878-0369"],"issn-type":[{"value":"0001-2092","type":"print"},{"value":"1878-0369","type":"electronic"}],"subject":[],"published":{"date-parts":[[2020,10,28]]},"assertion":[{"value":"2019-07-01","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2019-11-15","order":1,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2020-10-28","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}