Thelma is a Nurse Educator in the Grossmont Vocational Nursing Program. Her interest in using computers in nursing education led her to the Ed Tech department at SDSU. She enjoys travelling, culinary arts, creative sewing and interior decorating.
Instructional Objective The learner will be able to state the definition of major terms used in obstetrics.
Learners/Context Adults interested in obstetrical terminology. This game may be used as a group activity for students studying terminology in obstetrics. It may be used for practice or remedial work.My intent is to use it as part of a review for a final exam.
Rationale Learning definitions can be a tedious process but playing a card game can make it fun. Because of the simple relationship between the two cards (term, definition), a war game structure is adopted. The rules are simple and the game can be played without a great deal of instruction which is an important factor when used in a classroom setting.
Rules The game is played in the following manner:
* 2-4 players
* Each player receives seven cards dealt one at a time. The remaining cards are placed face down with one turned up.
* The cards in hand are arranged in pairs by matching the word with the definition, each having the same number.
* The word and the definition must be read before discarding cards.
* Moving counterclockwise, each player discards pairs first and acquires one additional card in one of three ways: by asking another player for a specific card; drawing an unknown card from the deck; or drawing the top card from the discard pile. A discard card must be played unless the player is going out.
* The player who goes out first wins the game.
Deck Design There are 50 cards in each deck. Half the cards which have a red border, indicate the term; the other half which have a blue border , indicate the definition. Each term and definition card have the same number.
Design Process I decided a simple, straightforward game would best meet my instructional needs and the educational needs of my audience. By reading the term and the definition, the learner is getting practice in pronunciation as well as the meaning of each term included in the game. The other game members are also learning the term by hearing the definition given by the player making the match.
Initially, I planned to design a rummy-type game to supplement classroom lecture in Pharmacology. There were to be five major categories and five drugs in each category. Each drug was to have four cards giving information regarding use/action, route/dosage, side effects and nursing implications. Each classification of drugs would be a different color and this is where problems became evident. How would I distinguish information for each drug if the cards where the same color? As design continued to develop, it was apparent that much overlap of information between the cards would cause confusion. There was an attempt to present too much information in one format, therefore, this design was abandoned.
My next design attempt was with the same data base using a different structure for the game. Theoretically, solataire is suitable to teach relation, interactions, and classification as well as being adaptable for very complex subject matter. One of the major problems was establishing a hierarchy that was credible without numbering the cards. Initially, I felt that using different colored cards would eliminate the problem of hierarchy but there were too many cards with the same color for it to be a distinguishing factor.
With more time to analyze these problems, I think either one of the above structures could have been made to work. The subject matter was much to encompassing and needed to be streamlined.
Heeding the words of my professor, "Simple is better", I proceeded to develop the game OB Terms.