JMIR Publications

ABSTRACT

Background:

Serious games, which are digital applications designed to combine engagement with instruction, are increasingly used to supplement traditional teaching in health professions education. By simulating clinical scenarios and providing immediate feedback, they can enhance knowledge acquisition, clinical reasoning, and psychomotor performance. However, evidence specific to nursing education remains fragmented across platforms, designs, and outcome measures, making it difficult to establish clear guidance for effective curriculum integration.

Objective:

This scoping review aimed to map existing evidence on the use of serious games in nursing education and identify gaps to guide future research and practice.

Methods:

Following the JBI Scoping Review framework, eight databases (PubMed, Embase, CINAHL, Web of Science, Cochrane Library, CNKI, Wanfang, and SinoMed) were searched up to June 28, 2024. Two reviewers independently screened, extracted, and synthesized data on game characteristics, learning outcomes, and theoretical foundations. The review was conducted and reported in accordance with the JBI methodology and the PRISMA-ScR guidelines.

Results:

Twenty-one studies were included, covering simulation, role-play, and virtual reality–based serious games. Most reported improvements in knowledge, psychomotor skills, self-efficacy, and satisfaction. However, few studies incorporated theoretical models or assessed long-term knowledge retention.

Conclusions:

Serious games show strong potential to enhance learning outcomes and engagement in nursing education. Future work should integrate robust learning theories, employ standardized evaluation frameworks, and develop contextually grounded game designs to bridge education and clinical practice. Clinical Trial: none