It gives an opportunity to where the participants are able to enhance skills such as problem solving and time management, which in the area I work in is a valuable asset to have and to improve on.

I believe this is a great benefit for the participants I am working with due the feedback from previous cohorts on this programme, meaning it has given the participants a way to implement a new way to involve their own teams, this could be on team building days or within their own teaching sessions and also meetings. By using kahoot! within these settings the teams as I have said previously would be able to build on their own knowledge of a given topic being taught, and also show how to improve team building within their own team. This is helpful when a new team has been bought together to work or when the team is having issues with working together for some reason.

This could also be used when implanting a change with a team, to help with team bonding, and to stop the curve of change happening to a larger scale.  It will not stop the curve of change from happening but hopefully it will reduce the impact of it with the fractured team. To help with this we can look at the Five stages of change model, this one has been adapted from Psychologists Don Kelley and Daryl Connor.(2018).This diagram shows the process of the change process which will assist with the understanding of behaviour of the stakeholders. As stated above.  The diagram fig 1 is on the next slide showing this. (1992).

This has been looked at by a research team who conducted a pilot study in Ireland and Italy in 2021, with 1^st year nursing students. K.Coveney etal. (2022), this research looked at using kahoot as a strategy to help students within in two of their programmes to help meet problem solving competencies. ‘The findings from this research showed that Kahoots was easy to use, helpful for the learning especially in relation to the formative assessment and impactful in preparing them for the practical element of the nursing programme’.

The reason for introducing the gamification tool Kahoot into my teaching sessions is to look at different way to introduce a way of learning. A way of being able for the participants to interact with each other in small groups while learning or reinforcing their knowledge from previous sessions already attended.

At present within the area I work we do not use any gamification tools, research conducted by A.E.J.van Gaalen etal (2020), Gamification of Health Professions education :a systematic review, this refers Gamification means using game attributes to optimize a non- gaming context. Looks into the definition of gamification and shows what is classed as what is (or not) gamification?

Sailer etal (2017) and Seaborn and Fels (2015) he and his colleagues define gamification as the use of game elements, e.g. points, leader boards and prizes, in non-gaming contexts.

Domineguez etal. (2013) goes on to say that’ for gamification to provide the expected effort, care should be given in the design and implementation phrase, and the system configuration should be provided in accordance with the users expectations’. With that in mind Berber, (2108) states that three items are critical for an effective and successful gamification tool, these being:

1.    Clarifying the target.

2.    Knowing the target audience

3.    Identifying expected behaviours

 So being able to introduce Kahoot into this setting would be a useful tool that can be adapted to any teaching topic depending on the subject matter/ content that needs to be covered.  This could be used as an opening to the topic or at the end to as an assessment tool, as previously stated.

This way of learning is a great way to assist any of the Health care professionals with the way they all learn. We all learn in different ways, this is explored  by  Vark’s Learning Styles, this was stated by Fleming and Mills (1992)  and also VARK (2025)  which explained there are four ways to learn, Visual, Auditory, Read/Write and Kinaesthetic,(experience and practice, which in healthcare is a most used method of learning/teaching). So this would relate to Visual and kinaesthetic way of learning, the reason these two ways are used more in health care is due to the fact we learn while in our clinical setting mainly watching others perform the task, and then the learner is able to take part in delerving the care. When the health care professional has been fully signed off and competent in that area. This is covered in the Nursing and Midwifery (NMC) code of practice (2015). Which are the Governing body for Nurses and Midwives.

When looking for a gamification tool to use in my own teaching sector of the NHS, I was always drawn to Kahoot, as I have used this gamification tool in another teaching setting, the layout and structure fits so well with the teaching environment, within the area I work and with the Health care professionals I teach.  It gives everyone a chance to use this, no matter which way the participant learns best.  As I have said using this tool is a great way to use motivation as a tool for learning, to work as a team on their own to complete the game and get a positive feeling from taking part in the session.

When looking at a tool to use for gamification, I looked at the SAMR model (Substitution, Augmentation, Modification and Redefinition) to see where Kahoot would sit in structure of the Model. Puentedura’s (2009, 2020) SAMR model can be seen widely used in research publications to describe and categorise the integration of digital technology in educational practices, this was shown in an article by C.Blundell etal, (2022).’A scoping review of the application of the SAMR model in research’.  Where it looks into the methods around using the SAMR model. It states’ the finding of this scoping review demonstrates how the SAMR model is used by researches to categorise educational practices with digital technologies’.

The SAMR model is set up into four parts, see below for this information. This was taken from a photo by https://www.flickr.com/photos/15664662@N02/ by .Sylvia Duckworth’s Sketchnote of the SAMR Model illustrates the varying depths of technology integration in education. It emphasizes the importance of moving beyond the shallow end to transformative practices that enhance student learning experiences. This was stated by Natalie (2024).

Figure 4 shows the model.

The main area of use for this will be in my face to face teaching sessions within the RCN Clinical leadership programme. Where it will enable me to add another dimension to the way the programme is delivered.

The way the Kahoot! will be presented to the participants within my own teaching sessions is by implementing within the teaching format for that day. It will be described as a way to work together as a team, this would help with how the group understand each other, and may help with the issues facing the team on a daily basis within their own clinical area.

This will enable the participants to engage and interact with each other, look at leadership and development within the small groups whilst gaining new knowledge on the subject that is being delivered in that session. 

This will assist when we are looking at the GROW model within these teaching sessions, which look at possible issues that come up in these sessions of coaching.

The GROW model (1988) is used for communication and skills for supervisors, this was from an article from Health Education England. This model is used in my coaching sessions, where we assist with issues that are impacting on the health care team.

Even though we use the GROW model within our settings in Healthcare and Education, and it has many benefits ,it provides a useful frame work for coaching , but we need to be mindful in its limitations.' The GROW model may not be suitable for all coaching situations, particularity those that require a more in-depth explanation into the healthcare professionals issues', this is according to research by Grant A.M(2011).

So with this in mind I need to be able to understand when the participants within my own teaching setting will more than the GROW model in our coaching settings and to be able to guide them to reach out for more help and guidance within our trust.

So figure 7 shows the grow model and how you work around it within the coaching sessions.

For the participants to be able to use a multimodal concept within their learning environment. This would engage them in a different way and show the possibilities to them to be able to share this idea within their own clinical area, which can inform their own staff in new ways of learning. This could help with difficult issues within their own clinical area, and by reaching out using this gamification idea of Kahoot! may help with such problems.

Also the benefits of implementing this way of learning within my own peer team could be a positive way for them to introduce a multimodal aspect to how they teach their own sessions.

To be able to use this gamification of Kahoot! in the session would make the teaching session a more interactive way to learn and develop the participants within the health care sector. This could impact on the learning, which then could bring to a more improved delivery of care to the patients from the health care professional.

 This could be demonstrated during the team’s group away days, this is where we share our own work stream updates with the rest of the educational team. Within this time I could share how kahoot is used by setting up a game for my peers to join in with and to demonstrate how beneficial it may be to their own work streams. 

Arias,N (2024). From Surving to Thriving, Empowering Teachers with SAMR and Canvas in the Post-Pandemic Classroom.

Blundell, C.N., Michelle Mukherjee, M. & Nykvist, S. (2022). A scoping review of the application of the SAMR model in research. Computers and Education Open, 3,100093, https://doi.org/10.1016/j.caeo.2022.100093.

Coveney, K., Somanadhan, S., Nicholson, E., Piga, S., Pizziconi, V., D'Elpidio, G. & Gazzelloni, A. (2022). First year nursing students’ evaluation of Kahoot! to facilitate learning and testing knowledge. A pilot study in Ireland and Italy, Teaching and Learning in Nursing,17(2),163-168. https://doi.org/10.1016/j.teln.2021.11.004.

Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380–392.

El Mhouti, A., Erradi, M. & Nasseh A. (2013). An evaluation model of digital educational resources. International Journal of Emerging Technologies in Learning, 8(2), https://doi.org/10.3991/ljet.v8i2.2501

Fleming, N.D. & Mills, C. (1992). Helping Students Understand How They Learn. The Teaching Professor, 7(4) Magma Publications.

Grant, A M. (2022). Is it time to REGROW the GROW model? Issues related to teaching coaching session structures. Coaching Practiced, 29-40.

Grant, A.M. Is It Time to REGROW the GROW Model? Issues Related to Teaching Coaching Session Structures. Coach. Psychol. 2011, 7, 118–126.

Hunaiti, Z. (2024). Empowering Healthcare Leaders: Coaching for Leadership Development. Encyclopedia, 4(4), 1752-1759. https://doi.org/10.3390/encyclopedia4040115

Kadry, B., Chu, L., Kadry, B., Gammas. D. & Macario, A. (2011). Analysis of 4999 Online Physician Ratings Indicates That Most Patients Give Physicians a Favorable Rating. Journal of Medical Internet Research,13(4):e95, DOI: 10.2196/jmir.1960

Mazanderani, F., Kirkpatrick, S.F., Ziebland, S., Locock, L. & Powell, J. (2021). Caring for care: Online feedback in the context of public healthcare services. Social Science & Medicine, 285,114280, https://doi.org/10.1016/j.socscimed.2021.114280.

Nursing and Midwifery Council. (2015). The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. Nursing and Midwifery Council. https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf

Romrell, D., Kidder, L. & Wood, E. (2014). The SAMR model as a framework for evaluating mlearning. Journal of Asynchronous Learning Networks, 18(2) https://eric.ed.gov/?id=eJ1036281

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 39, 371–380.

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The use of Kahoot! in my own educational practice setting would be when i am facilitating a session which is face to face with the participants. This wold be about embedding information already being delivered, and giving a different concept of a revision session within the gamification scenario which Kahoot! delivers on.

Fig 2 on the next slide shows this in a video demonstration within my own teaching session.

Figure 3, give an audio on how my Kahoot! worked in my own teaching session, with the video i took.

Another article discussing the ideas of using the SAMR model in educational technology, this one was conducted by Danae Romrell etal (2014). The SAMR model as a framework for evaluating mLearning.  This article looks at the meaning of mLearning first, so the meaning of mLearning stated in the article is that as we are using more  mobile devices in learning, and how this can benefit the way we use them in our classrooms, it is personalized, situated and connected through the use of a mobile device.

Mhouhti  et al ,  the diagram above  shows the work designed by Mhouhti et al. to complete this within the context of my chosen gamification tool, this would show how the evaluation of the tool can be developed in the classroom.

Looking at research with Healthcare being the main topic in gamification, I found Coveney etal (2022) “first year nursing students’ evaluation of Kahoot, to facilitate learning and testing Knowledge.” A pilot study in Ireland and Italy. It looked into how useful Kahoot was in the implementing the online interactive quiz, the findings were that it was helpful for learning in relation to the formative assignment, and it was able to engage nursing students in preparation for practical laboratory part of the nursing programme.

With that I mind, being able to deliver the Kahoot into my own nursing teaching sessions is a positive way forward and one to develop more with more knowledge and understand of the concept of gamification.

This is only one small session, and the feedback is small and so should only be looked at under this understanding.

I will be conducting a larger more in-depth review in my own learning setting in the very near future, and by doing this i feel will help strengthen the evidence for a positive way forward to all the stakeholders to help move this concept forward and to deliver it throughout our teaching areas.

Research has shown how feedback online or written can be a positive way to improve healthcare, one such article by F.Mazanderani, etal, (2021). states that this may not be true, due to the fact concerns were raised and fears from some of the medical teams, saying about the accuracy of the information seen, and how this can be misunderstood. (MCcarney 2009).

These views are not across the board with the medical teams. according to research taken by (Kadry etal 2011), states that 'rather than being dominated by disgruntled service users and complaints, much of the online health care related feedback is positive.'

so what i take from this research is that to be able to look at the bigger picture of feedback and gather as much as i can and be transparent with the information given and to be to go forward to deliver a positive outcome within m y own teaching setting.

This model has been used ever since within the the area of coaching in many different ares of commercial workforce industry not only in the Healthcare setting.