Improving communication and collaboration in a DNP program through the use of technology: Gamifying prospective student engagement for DNP program recruitment

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dc.contributor.advisorGlauberman, Gary
dc.contributor.authorSimms, Joan Christel Marcial
dc.contributor.departmentNursing
dc.date.accessioned2025-06-27T22:21:03Z
dc.date.available2025-06-27T22:21:03Z
dc.date.issued2025
dc.description.degreeD.N.P.
dc.identifier.urihttps://hdl.handle.net/10125/111005
dc.subjectEducational technology
dc.subjectCommunication
dc.subjectDoctor of Nursing Practice
dc.subjectEngagement
dc.subjectGamification
dc.subjectTechnology
dc.titleImproving communication and collaboration in a DNP program through the use of technology: Gamifying prospective student engagement for DNP program recruitment
dc.typeThesis
dcterms.abstractAbstractBackground/Significance: Gamification enhances engagement in virtual learning but requires careful consideration of content complexity, pacing, and technical factors. While gamification has improved classroom interaction, current Doctor of Nursing Practice (DNP) online informational sessions lack these strategies, leading to suboptimal engagement and missed recruitment opportunities. Purpose: This project aimed to enhance engagement in online DNP informational sessions by incorporating gamification through integration of Kahoot! activities. Methods: A 10-question Kahoot! activity was developed with faculty guidance and integrated into two virtual informational sessions in November 2024 and January 2025. Engagement was assessed via participation rates, answer accuracy, and post-session evaluations measuring responding, valuing, satisfaction, and perceived usefulness. Results: Across both sessions, 22 participants engaged in the Kahoot! activity during two DNP informational sessions. Session One had full participation (100%), while Session Two had 69% engagement, with response rates of 56% and 53%, respectively. Participants primarily valued clinical practice and skill development, with the Family Nurse Practitioner track being the most popular. Quiz performance improved in Session Two, with a correct answer rate of 54.55% compared to 18.18% in Session One. Overall, evaluation of the Kahoot! activities indicated strong participant satisfaction and engagement, though perceived usefulness slightly decreased in Session Two. Conclusions: Gamification appears to enhance engagement in virtual DNP sessions. Optimizing content pacing and ensuring technical reliability are key to sustaining participation. Implications/Recommendations: Future initiatives should refine content delivery, incorporate follow-up strategies, and expand gamification applications in academic and professional settings.
dcterms.extent73 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/32040246

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