Gamification in Nursing Education: A Report on Experience in Elderly Care

Authors

  • Simony Fabíola Lopes Nunes Universidade Federal do Maranhão - UFMA, Imperatriz, Brasil
  • Vinícius Silva de Araújo Universidade Federal do Maranhão - UFMA, Imperatriz, Brasil https://orcid.org/0000-0003-4613-8542
  • Gabriel Pereira da Silva Universidade de São Paulo - USP, Ribeirão Preto, Brasil

DOI:

https://doi.org/10.31496/rpd.v26i51.1749

Keywords:

nursing education, geriatric nursing, educational technology, problem-based learning

Abstract

This study reports and analyses an experience using gamification-based teaching strategies to enhance nursing students’ engagement in the care of older adults. Conducted between April and June 2023, this descriptive study presents the implementation of educational interventions inspired by popular games to support learning in geriatric nursing care. Participants were undergraduate nursing students enrolled in a course on older adult health at a higher education institution in Maranhão, Brazil. The activities were developed by academic monitors in partnership with an Academic League of Gerontology and included a digital game inspired by Monopoly, a digital board game addressing older adult sexuality, and problem-based learning strategies. Three structured stages were carried out: student reception, implementation of the interventions, and overall evaluation. The results indicate improvements in students’ engagement and performance, suggesting that gamification-based strategies foster critical reflection, promote collaborative learning, and support students’ active role in the knowledge construction process.

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Author Biographies

Simony Fabíola Lopes Nunes, Universidade Federal do Maranhão - UFMA, Imperatriz, Brasil

Ph.D. (2022) and Master’s degree (2015) in Nursing from Universidade Federal de Santa Catarina (UFSC). Specialist in Multiprofessional Health Residency at the University Hospital of Universidade Federal do Maranhão (2009) and in Health Care for Older Adults at UFSC (2015). Holds a degree in Nursing from Centro Universitário do Maranhão (2006). Currently, she is a faculty member in the Undergraduate Nursing Program at Universidade Federal do Maranhão and works at the General Coordination for Active and Healthy Aging Policies and Universal Design of the National Secretariat for the Rights of Older Persons at the Ministry of Human Rights and Citizenship.

Vinícius Silva de Araújo, Universidade Federal do Maranhão - UFMA, Imperatriz, Brasil

Holds a degree in Portuguese and English Language Teaching from UNICESUMAR and is currently an undergraduate Nursing student at Universidade Federal do Maranhão (UFMA). Currently works as a lecturer at Escola Técnica Imperador.

Gabriel Pereira da Silva, Universidade de São Paulo - USP, Ribeirão Preto, Brasil

Master’s student in Psychiatric Nursing at the Ribeirão Preto College of Nursing of the Universidade de São Paulo (EERP-USP). Specialist in Psychiatric Nursing from Faculdade Holística (FAHOL). Holds a degree in Nursing from Universidade Federal do Maranhão (2024). Member of the Laboratory of Social Research in Health and Nursing (LASSEn), affiliated with EERP-USP. His research interests include mental health, sexuality and gender, and vulnerable populations.

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Published

2026-05-13

How to Cite

NUNES, Simony Fabíola Lopes; ARAÚJO, Vinícius Silva de; SILVA, Gabriel Pereira da. Gamification in Nursing Education: A Report on Experience in Elderly Care. Revista Profissão Docente, Uberaba, MG, v. 26, n. 51, p. 1–15, 2026. DOI: 10.31496/rpd.v26i51.1749. Disponível em: https://revistas.uniube.br/index.php/rpd/article/view/1749. Acesso em: 13 may. 2026.

Issue

Vol. 26 No. 51 (2026): Publicação Contínua

Section

Experience Report

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Submitted texts approved by the Editorial Board of Revista Profissão Docente will be published, and their authors may use them for future publications, provided that the original edition is properly cited (title, Revista Profissão Docente, volume, issue, year of publication, and page numbers of the referenced text). All articles published in this journal are the sole responsibility of their authors. Revista Profissão Docente and Universidade de Uberaba assume no legal responsibility for their content.

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