Protocole d’une revue de la portée sur l’utilisation des jeux sérieux numériques dans l’enseignement aux patients et à leurs proches dans le contexte des soins aigus
Contenu principal de l'article
Résumé
Introduction : En soins aigus, l’éducation du patient et de ses proches est essentielle pour la prise en charge de la santé et la promotion de l’autonomie. Or, la brièveté des séjours hospitaliers limite les occasions d’enseignement. Pour y remédier, des approches innovantes, comme la ludification par les jeux sérieux numériques, ont été développées. Néanmoins, la littérature sur leur utilisation en soins aigus demeure hétérogène, variant selon le contexte, le moment d’utilisation, le type de jeu et les clientèles, rendant difficile une synthèse globale. Une recherche préliminaire dans Joanna Briggs Institute Evidence Synthesis, Cochrane, MEDLINE et d’autres sources a confirmé qu’aucune revue similaire n’existe.
Objectif : Cartographier l’état des connaissances sur l’utilisation des jeux sérieux numériques et catégoriser leurs types pour l’éducation des patients et de leurs proches en soins aigus.
Méthode : Cette revue de la portée suivra la méthodologie de l’Institut Joanna Briggs. La recherche documentaire sera effectuée dans 11 bases de données et Google Scholar pour inclure la littérature grise. Les critères de sélection ont été définis selon le modèle Population, Concept et Contexte. La sélection et l’extraction des données seront réalisées par 2 chercheurs. Les résultats seront synthétisés et présentés de manière descriptive afin de caractériser la portée, la nature et les principales caractéristiques des données probantes existantes sur les jeux sérieux numériques destinés à l’éducation des patients et des proches en soins aigus.
Discussion et retombées anticipées : Les résultats permettront de clarifier les concepts associés aux jeux sérieux, d’identifier les lacunes et de fournir une base pour orienter le développement, l’implantation et l’évaluation de ces outils éducatifs innovants. La revue offrira également aux cliniciens un aperçu des outils éducatifs actuels, des populations ciblées et des caractéristiques de conception des jeux sérieux numériques, soutenant une intégration réfléchie et éclairée à la pratique.
Renseignements sur l'article
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Les auteurs détiennent leurs droits d’auteur sur leur article, sans restriction, et conservent les droits à la suite de la publication sur le site Internet de la revue, sans restriction.
Références
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
Alvarez, J., & Djaouti, D. (2012). Introduction au serious game. Questions Théoriques. https://hal.science/hal-04691128/file/introduction_sg_cci.pdf
Amouzeshi, Z., & Mahmoudzadeh Zarandi, F. (2022). A narrative review of patient education in emergency departments: Challenges and solutions. Journal of Surgery and Trauma, 10(2), 48–60. https://doi.org/10.32592/jsurgery.2022.10.2.101
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital Game-Based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering (IJASRE), 4(12), 139–144. https://doi.org/10.31695/IJASRE.2018.33016
Bernell, S., & Howard, S. W. (2016). Use Your Words Carefully: What Is a Chronic Disease?. Frontiers in public health, 4, 159. https://doi.org/10.3389/fpubh.2016.00159
Bion, J. F., & Heffner, J. E. (2004). Challenges in the care of the acutely ill. Lancet (London, England), 363(9413), 970–977. https://doi.org/10.1016/S0140-6736(04)15793-0
Cascella, M., Cascella, A., Monaco, F., & Shariff, M. N. (2023). Envisioning gamification in anesthesia, pain management, and critical care: Basic principles, integration of artificial intelligence, and simulation strategies. Journal of Anesthesia, Analgesia and Critical Care, 3(1), 33. https://doi.org/10.1186/s44158-023-00118-2
Clements, L., Frazier, S. K., Lennie, T. A., Chung, M. L., & Moser, D. K. (2023). Improvement in heart failure self-care and patient readmissions with caregiver education: A randomized controlled trial. Western Journal of Nursing Research, 45(5), 402–415. https://doi.org/10.1177/01939459221141296
Coyoca, G. S., Camama, F. A., Exshan, M. Q. A., Polaos, R. B. A., Poblete, M. L. O., Seno, R. T., & Ramel Jr, R. C. (2024). The Extent of Nurses’ Discharge Education to the Patient’s Preparedness for Self-Management. The Malaysian Journal of Nursing (MJN), 15(3), 3–15. https://doi.org/10.31674/mjn.2024.v15i03.001
Gentry, S. V., Gauthier, A., L’Estrade Ehrstrom, B., Wortley, D., Lilienthal, A., Tudor Car, L., Dauwels-Okutsu, S., Nikolaou, C. K., Zary, N., Campbell, J., & Car, J. (2019). Serious Gaming and Gamification Education in Health Professions: Systematic Review. Journal of medical Internet research, 21(3), e12994. https://doi.org/10.2196/12994
Haddaway, N. R., Collins, A. M., Coughlin, D., & Kirk, S. (2015). The Role of Google Scholar in Evidence Reviews and Its Applicability to Grey Literature Searching. PloS one, 10(9), e0138237. https://doi.org/10.1371/journal.pone.0138237
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. In 2014 47th Hawaii International Conference on System Sciences (HICSS) (pp. 3025–3034). https://doi.org/10.1109/HICSS.2014.377
Hirshon, J. M., Risko, N., Calvello, E. J., Stewart de Ramirez, S., Narayan, M., Theodosis, C., O’Neill, J., & Acute Care Research Collaborative at the University of Maryland Global Health Initiative (2013). Health systems and services: the role of acute care. Bulletin of the World Health Organization, 91(5), 386–388. https://doi.org/10.2471/BLT.12.112664
Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272. https://doi.org/10.1016/j.compedu.2018.06.018
Huang, W. D., Loid, V., & Sung, J. S. (2024). Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC medical education, 24(1), 20. https://doi.org/10.1186/s12909-023-04955-1
Huotari, K., & Hamari, J. (2017). A definition for gamification: Anchoring gamification in the service marketing literature. Electronic Markets, 27, 21–31. https://doi.org/10.1007/s12525-015-0212-z
Jansson, J., Laukka, E., Kanste, O., Koivisto, J., & Jansson, M. (2022). Identified gamification opportunities for digital patient journey solution during an arthroplasty journey: secondary analysis of patients’ interviews. Nursing open, 9(4), 2044–2053. https://doi.org/10.1002/nop2.1215
Kang, E., Gillespie, B. M., Tobiano, G., & Chaboyer, W. (2018). Discharge education delivered to general surgical patients in their management of recovery post discharge: A systematic mixed studies review. International Journal of Nursing Studies, 87, 1–13. https://doi.org/10.1016/j.ijnurstu.2018.07.004
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer.
Karl, J. I., & Mion, L. C. (2020). Nurse-delivered patient education in the acute care setting: Challenges and opportunities. Geriatric nursing (New York, N.Y.), 41(2), 187–190. https://doi.org/10.1016/j.gerinurse.2020.03.006
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10(1), 10. https://doi.org/10.1186/s40561-023-00227-z
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge. https://doi.org/10.4324/9781315816951
Laghari, A. A., Estrela, V. V., Li, H., Shoulin, Y., Khan, A. A., Anwar, M. S., Wahab, A., & Bouraqia, K. (2024). Quality of experience assessment in virtual/augmented reality serious games for healthcare: A systematic literature review. Technology and Disability, 36(1–2), 17–28. https://doi.org/10.3233/TAD-230035
Michael, D. R., & Chen, S. (2006). Serious Games: Games That Educate, Train, and Inform. Thomson Course Technology.
Mosby. (2016). Mosby’s Dictionary of Medicine, Nursing & Health Professions (10th ed.). Elsevier. http://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=4615208
Olszewski, A., & Wolbrink, T. (2017). Serious Gaming in Medical Education: A Proposed Structured Framework for Game Development. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 12(4), 240–253. https://doi.org/10.1097/SIH.0000000000000212
Pesare, E., Roselli, T., Corriero, N., & Rossano, V. (2016). Game-based learning and Gamification to promote engagement and motivation in medical learning contexts. Smart Learning Environments, 3, 5. https://doi.org/10.1186/s40561-016-0028-0
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI evidence synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
Pinto, I. S., Pedreira, L. C., Belmonte, M. S., Lacerda, M. R., do Amaral, J. B., de Oliva Menezes, T. M., Dos Santos, J. M., Seunarine, J., Ortega, J., & Santos, H. (2024). Acquisition of mastery by the caregiver for the continuity of care after hospital discharge. Applied Nursing Research, 78, 151809. https://doi.org/10.1016/j.apnr.2024.151809
Pollock, D., Davies, E. L., Peters, M. D. J., Tricco, A. C., Alexander, L., McInerney, P., Godfrey, C. M., Khalil, H., & Munn, Z. (2023). Recommendations for the extraction, analysis, and presentation of results in scoping reviews. JBI Evidence Synthesis, 21(2), 210–222. https://doi.org/10.11124/JBIES-22-00454
Rucinski, K., Crecelius, C., Cook, J. L., & Carpenter, R. (2024). Predictors of Pain Management Outcomes Following Orthopaedic Surgery: A Systematic Review. Musculoskeletal care, 22(4), e70002. https://doi.org/10.1002/msc.70002
Sekhon, M., Cartwright, M., & Francis, J. J. (2017). Acceptability of healthcare interventions: An overview of reviews and development of a theoretical framework. BMC Health Services Research, 17(1), 88. https://doi.org/10.1186/s12913-017-2031-8
Sharifzadeh, N., Kharrazi, H., Nazari, E., Tabesh, H., Edalati Khodabandeh, M., Heidari, S., & Tara, M. (2020). Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review. JMIR serious games, 8(1), e13459. https://doi.org/10.2196/13459
Townshend, R., Grondin, C., Gupta, A., & Al-Khafaji, J. (2023). Assessment of Patient Retention of Inpatient Care Information Post-Hospitalization. Joint Commission Journal on Quality and Patient Safety, 49(2), 70–78. https://doi.org/10.1016/j.jcjq.2022.11.002
Veritas Health Innovation. (2026). Covidence systematic review software. https://www.covidence.org
Warsinsky, S., Schmidt-Kraepelin, M., Rank, S., Thiebes, S., & Sunyaev, A. (2021). Conceptual Ambiguity Surrounding Gamification and Serious Games in Health Care: Literature Review and Development of Game-Based Intervention Reporting Guidelines (GAMING). Journal of Medical Internet Research, 23(9), e30390. https://doi.org/10.2196/30390
Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O’Reilly Media.