Juegos serios en la formación de pregrado en enfermería de América Latina

Sheila Ailin Cabrera, Sheilacabrera2304@icloud.com, Nathaly Moreno Betancourt and Reyna Mendoza Ramírez

SAP Gamification and Augmented Reality, 2025

Abstract: Serious games and gamified strategies are used to teach nursing, but the evidence from Latin America, written largely in Portuguese and Spanish, had not been synthesized. This narrative review described the serious games and gamified strategies used in undergraduate nursing education in Latin America between 2013 and 2025 and summarized what was reported about learning, perception and validation. 38 studies were included, conducted in Brazil (34), Peru (2), Chile (1) and Ecuador (1) were organized in four thematic axes. Development or validation studies and experience reports accounted for 12 studies each, and no randomized trial was identified. The 20 studies that stated the number of students had a median of 40 (range 11 to 114). Board or card games were the most frequent format (12 studies). Knowledge gains were reported by studies with pre-post tests or group comparisons, whereas most studies reported satisfaction, engagement or content validity indices, such as 88.5% for a mental health game. Small samples and the absence of controlled designs limited the strength of the evidence. The regional literature is mainly descriptive and concentrated in Brazil. Controlled designs, shared outcome measures and the use of reporting guidelines would allow comparison with international meta-analyses.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:cwf:grarti:gr2025261

DOI: 10.62486/gr2025261

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