Methods:
A two-semester course was developed for nursing students (n=30) enrolled in a BA program. This blended course (i.e., part face-to-face and part on-line) was used to promote individual competences in creativity connected to nursing practice. All assignments used project-based learning. After learning about the theory and practice of creativity in health care, students produced an online course on a specific topic. Additionally, student groups developed a new and creative game to teach peer students about something relevant to their work with patients, with staff or within the organization.
Results:
There were many outstanding and innovative examples of creative games designed by students groups.
* One group of nursing students created a game encouraging other students to provide patient education using "Ready-made" art.
* One group of nursing students created a game to teach patient assessment and diagnosis in the ER. This game used the format of the British TV show "Cash Cab". The students called their game – "Cash Ambulance".
* A third group of nursing students taught about the importance of using humor in nursing care by creating a game based on the famous Snakes and Ladders game.
Conclusion:
In this type of course, nursing students benefit in three ways: (1) they have more fun and enjoy learning about creativity; (2) they have the opportunity to use these creativity skills; and (3) they gain competence by assessing the implementation of their projects.