Role of gamification and game-based learning in continuing nursing education: Systematic review

Background Gamification and game-based learning are increasingly used in continuing nursing education. However, their role among practising nurses regarding knowledge, performance-related outcomes, and professional development remains unclear. Aim To synthesise evidence on interventions incorporating gamification or game-based learning for practising nurses and associated educational and professional outcomes. Methods This review was informed by Joanna Briggs Institute guidance and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement and Synthesis Without Meta-analysis guidance. Searches were conducted in PubMed, CINAHL, MEDLINE, Scopus, Web of Science, and the Cochrane Library. Eligible studies involved practising nurses in post-registration or continuing education contexts. Methodological quality was appraised using Joanna Briggs Institute tools, and findings were narratively synthesised. Findings Of 1721 records identified, 1116 records were screened, 73 full texts assessed, and 32 studies included: 4 randomised, 22 quasi-experimental, pre-post, quality-improvement, or time-series, 4 observational or descriptive, and 2 qualitative or mixed-methods studies. Interventions included mobile applications, serious games, workshops incorporating gamification, board games, virtual environments, and escape rooms. Findings were mainly favourable for learner reaction, knowledge, confidence and performance-related outcomes. Evidence for behavioural transfer and service outcomes was limited. Discussion Evidence was most consistent for learner reaction and learning outcomes, while evidence of sustained practice change remained limited. Conclusion Gamification and game-based learning approaches may support continuing nursing education when aligned with clinical tasks and professional learning needs. Comparative studies with longer follow-up are needed.