Virtual Gamification in Mental Health Nursing Education: An In-Depth Scoping Review

Abstract

AIM: this scoping review aims to define the state of the art of virtual gamification in the specific field of mental health nursing education. Part of the aim is to identify the virtual tools used/developed and their contexts, the relevant theoretical reference frameworks, the received funds, and the possibility of using the tools in standalone mode (i.e., without third-party intervention). METHODS: a large three-step scoping review was performed following the Johanna Briggs Institute (JBI) criteria. PubMed, Scopus, CINAHL, Web Of Science, Embase, Cochrane Library were searched for relevant articles; references search and a large gray literature throught Google Scholar, ClinicalTrials.gov, Turn Research Into Practice, MedRXiv, OSF PrePrints, and Open Access Theses and Dissertations search were also performed. RESULTS: Substantial overall heterogeneity was found among the n = 35 studies included in this review. 29 virtual tools were described. The most commonly used type was the video-based serious games with responsive unfolding scenarios, followed by virtual realities. 19 out of 29 tools were usable in ‘standalone’ mode. CONCLUSIONS: The outcomes reported in this review support the use of Virtual Serious Games with mental health nursing students. Nursing educators who want to implement Virtual Game Simulations now have free tools and relatively inexpensive possibilities to create and use virtual serious games.