Percursos metodológicos para o desenvolvimento, avaliação ou validação de serious games sobre neonatologia: revisão integrativa

André Ricardo Moreira; Eliane Regina Pereira do Nascimento; Luciana Bihain Hagemann de Malfussi; Roberta Costa; Keyla Cristiane do Nascimento; Adriano da Silva Acosta; Arilene  Lohn

doi:10.15253/2175-6783.20242593870

Authors

André Ricardo Moreira Universidade Federal de Santa Catarina https://orcid.org/0000-0002-9888-5120
Eliane Regina Pereira do Nascimento Universidade Federal de Santa Catarina https://orcid.org/0000-0003-2215-4222
Luciana Bihain Hagemann de Malfussi Universidade Federal de Santa Catarina https://orcid.org/0000-0002-3199-9529
Roberta Costa Universidade Federal de Santa Catarina https://orcid.org/0000-0001-6816-2047
Keyla Cristiane do Nascimento Universidade Federal de Santa Catarina https://orcid.org/0000-0003-4157-2809
Adriano da Silva Acosta Universidade Federal de Santa Catarina https://orcid.org/0000-0001-5248-3516
Arilene Lohn Universidade Federal de Santa Catarina https://orcid.org/0000-0001-6952-912X

DOI:

https://doi.org/10.15253/2175-6783.20242593870

Keywords:

Neonatal Nursing; Educational Technology; Video Games; Health Education; Validation Study.

Abstract

Objective: to analyze the methodological pathways used in the development, evaluation, and/or validation of serious games on neonatology. Methods: integrative review conducted using the databases MEDLINE, EMBASE, CINAHL, SCOPUS, Web of Science, LILACS, BDENF, and SCIELO. Studies published between 2010 and 2024 that employed methodological pathways in serious games were selected. Results: ten studies were identified. The development of serious games considered the target audience, literature review, and professional routines. Evaluation was conducted using pre/post-tests, questionnaires, and feedback from experts and users. Some studies validated serious games using validated instruments and evaluative questionnaires, with Likert-type scales. Content validity index was used. Conclusion: methodological and quantitative studies predominated, developed based on participant needs, scientific evidence, and professional experiences. Most serious games underwent an evaluation phase; however, validation was described in only five studies. Simulation was a foundation for teaching neonatal resuscitation. Contributions to practice: the results may contribute to the development of guidelines that assist researchers in creating digital technologies based on scientific evidence, enhancing care for newborns, and providing valuable insights for clinical practice and professional training. They also highlight gaps and opportunities for future research on the integration of digital games in health education.

References

Nascimento KGD, Ferreira MBG, Felix MMDS, Nascimento JDSG, Chavaglia SRR, Barbosa MH. Effectiveness of the serious game for learning in nursing: systematic review. Rev Gaúcha Enferm. 2021;42:e20200274. doi: https://dx.doi.org/10.1590/1983-1447.2021.20200274

Kale PL, Fonseca SC, Oliveira PWMD, Brito ADS. Fetal and infant mortality trends according to the avoidability of causes of death and maternal education. Rev Bras Epidemiol. 2021;24(suppl 1):e210008. doi: https://doi.org/10.1590/1980-549720210008.supl.1

Benedito MHA, Maia ER, Lacerda JFE, Feitosa JG, Pagliuca LMF. Prototype of a mobile application for cultural self-assessment in nursing care for people with disabilities. Rev Rene. 2024;25:e92837. doi: https://doi.org/10.15253/2175-6783.20242592837

Billner-Garcia RM, Spilker A. Development and implementation of a game-based neonatal resuscitation refresher training: effect on registered nurse knowledge, skills, motivation, engagement. J Nurses Prof Dev. 2024;40(1):24-8. doi: https://doi.org/10.1097/NND.0000000000000953

Aredes NDA, Dias DMV, Fonseca LMM, Campbell SH, Martins JCA, Rodrigues MA. E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing. Esc Anna Nery. 2018;22(3):e20170424. doi: https://dx.doi.org/10.1590/2177-9465-EAN-2017-0424

D’Agostini MM, Aredes NDA, Campbell SH, Fonseca LMM. Serious game e-baby família: an educational technology for premature infant care. Rev Bras Enferm. 2020;73(4):e20190116. doi: https://doi.org/10.1590/0034-7167-2019-0116

Pan L, Tlili A, Li J, Jiang F, Shi G, Yu H, et al. How to implement game-based learning in a smart classroom? A model based on a systematic literature review and Delphi method. Front Psychol. 2021;12:749837. doi: https://doi.org/10.3389/fpsyg.2021.749837

Merino-Cajaraville A, Reyes-de-Cózar S, Navazo-Ostúa P. SCHEMA: a process for the creation and evaluation of serious games—a systematic review towards sustainability. Sustainability. 2023; 15(16):12351. doi: https://doi.org/10.3390/su151612351

Fernandes CS, Campos MJ, Moreira MT, Lima A, Ferreira S, Martins MM. Development and validation of the serious educational game in nursing appraisal scale. Nurs Rep. 2024;14(2):1148-57. doi: https://doi.org/10.3390/nursrep14020087

Toronto C, Remington R. A step-by-step guide to conducting an integrative review. Cham: Springer; 2020.

Yang SY, Oh YH. The effects of neonatal resuscitation gamification program using immersive virtual reality: a quasi-experimental study. Nurse Educ Today. 2022;117:105464. doi: https://doi.org/10.1016/j.nedt.2022.105464

Galvão TF, Tiguman GMB, Sarkis-Onofre S. The PRISMA 2020 statement in Portuguese: updated recommendations for reporting systematic reviews. Epidemiol Serv Saúde. 2022; 31(2):e2022364. doi: http://dx.doi.org/10.1590/SS2237-9622202200011

Melnyk BM, Gallagher-Ford L, Fineout-Overholt E. Implementing the evidence-based practice (EBP) competencies in healthcare: a practical guide to improving quality, safety, and outcomes. Indianapolis: Sigma Theta Tau International; 2017.

Cutumisu M, Patel SD, Brown MRG, Fray C, Von Hauff P, Jeffery T, et al. RETAIN: A board game that improves neonatal resuscitation knowledge retention. Front Pediatr. 2019;7:13. doi: https://doi.org/10.3389/fped.2019.00013

Pereira ALM, Leon CGRMP, Ribeiro LM, Brasil GDC, Carneiro KKG, Vieira GB, et al. Web-based virtual learning environment for medicine administration in pediatrics and neonatology: content evaluation. JMIR Serious Games. 2020;8(4):e18258. doi: https://doi.org/10.2196/18258

Michelet D, Barre J, Truchot J, Piot MA, Cabon P, Tesniere A. Effect of computer debriefing on acquisition and retention of learning after screen-based simulation of neonatal resuscitation: randomized controlled trial. JMIR Serious Games 2020;8(3):e18633. doi: https://dx.doi.org/10.2196/18633

Ghoman SK, Cutumisu M, Schmölzer GM. Using the RETAIN tabletop simulator as a summative assessment tool for neonatal resuscitation healthcare professionals: a pilot study. Front Pediatr. 2020;8:569776. doi: https://dx.doi.org/10.3389/fped.2020.569776

Chau JPC, Lo SHS, Chan KM, Chan MY, Lee VWY, Lam SKY, et al. Development and evaluation of a technology-enhanced, enquiry-based learning program on managing neonatal extravasation injury: a pre-test/post-test mixed-methods study. Nurse Educ Today. 2021;97:104672. doi: https://doi.org/10.1016/j.nedt.2020.104672

Sarvan S, Efe E. The effect of neonatal resuscitation training based on a serious game simulation method on nursing students’ knowledge, skills, satisfaction and self-confidence levels: a randomized controlled trial. Nurse Educ Today. 2022;111:105298. doi: https://doi.org/10.1016/j.nedt.2022.105298

Wanyama C, Nagraj S, Muinga N, Tuti T, Edgcombe H, Geniets A, et al. Lessons from the design, development and implementation of a three-dimensional (3D) neonatal resuscitation training smartphone application: Life-saving Instruction for Emergencies (LIFE app). Adv Simul (Lond). 2022;7(1):2. doi: https://dx.doi.org/10.1186/s41077-021-00197-7

Antunes M, Lenz CA, Silva CLD, Santos RDLD, Bez MR. Use of virtual simulators in the teaching of Nursing: scoping review. Res Soc Dev. 2021;10(3):e20710313309. doi: https://dx.doi.org/10.33448/rsd-v10i3.13309

Serafim ARRDM, Silva ANS, Alcântara CMD, Queiroz MVO. Construction of serious games for adolescents with type 1 diabetes mellitus. Acta Paul Enferm. 2019;32(4):374-81. doi: https://doi.org/10.1590/1982-0194201900052

Maciel MPR, Costa LMA, Sousa KHJF, Oliveira ADDS, Amorim FCM, Moura LKB, et al. Construction and validation of a serious game about human papillomavirus infection. Acta Paul Enferm. 2022;35:eAPE03012. doi: https://dx.doi.org/10.37689/acta-ape/2022AO03012

Miron LIG, Viana DD, Brandalise FMP. Serious games: evolution of applications as a teaching technique for the lean construction community. Ambient Constr. 2024;24:e131759. doi: https://doi.org/10.1590/s1678-86212024000100728

Lee LK, Wei X, Chui KT, Cheung SKS, Wang FL, Fung YC, et al. A systematic review of the design of serious games for innovative learning: augmented reality, virtual reality, or mixed reality? Electronics. 2024;13(5):890. doi: https://dx.doi.org/10.3390/electronics13050890

Ghoman SK, Patel SD, Cutumisu M, von Hauff P, Jeffery T, Brown MRG, et al. Serious games, a game changer in teaching neonatal resuscitation? A review. Arch Dis Child Fetal Neonatal Ed. 2020;105(1):98-107. doi: https://dx.doi.org/10.1136/archdischild-2019-317011

Kaempf JW, Moore GP. Extremely premature birth bioethical decision-making supported by dialogics and pragmatism. BMC Med Ethics. 2023; 24:9. doi: https://doi.org/10.1186/s12910-023-00887-z

Macedo KDDS, Acosta BS, Silva EBD, Souza NSD, Beck CLC, Silva KKDD. Active learning methodologies: possible paths to innovation in health teaching. Esc Anna Nery. 2018;22(3):e20170435. doi: https://doi.org/10.1590/2177-9465-EAN-2017-0435

Huon JF, Grégoire A, Meireles A, Lefebvre M, Péré M, Coutherut J, et al. Evaluation of the acceptability in France of the vaccine against papillomavirus (HPV) among middle and high school students and their parents. Mugo NR, organizador. PloS One. 2020;15(10):e0234693. doi: https://dx.doi.org/10.1371/journal.pone.0234693

Guinsburg R, Almeida MFB, Coordenadores Estaduais e Grupo Executivo PRN-SBP, Conselho Científico Departamento Neonatologia SBP. Reanimação do recém-nascido <34 semanas em sala de parto: diretrizes 2022 da Sociedade Brasileira de Pediatria. Rio de Janeiro: SBP; 2022. doi: https://doi.org/10.25060/PRN-SBP-2022-1

Spénard S, Postolow F, Curran V. E-learning use in the review of neonatal resuscitation program in physicians: a scoping review. J Perinatol. 2022;42(11):1527-32. doi: https://dx.doi.org/10.1038/s41372-022-01411-8

O’Currain E, Davis PG, Thio M. Educational perspectives: toward more effective neonatal resuscitation: assessing and improving clinical skills. Neoreviews. 2019;20(5):e248-e257. doi: https://doi.org/10.1542/neo.20-5-e248

Yousef N, Moreau R, Soghier L. Simulation in neonatal care: towards a change in traditional training? Eur J Pediatr. 2022;181(4):1429-36. doi: https://doi.org/10.1007/s00431-022-04373-3.

Catho X. Neonatal medicine: nurturing precious beginnings. J Neo Stud [Internet]. 2024 [cited Aug 13, 2024];7(1):173-74. Available from: https://www.openaccessjournals.com/articles/neonatal-medicine-nurturing-precious-beginnings.pdf