The use of LEGO® SERIOUS PLAY® within nurse education: A scoping review

Abstract

ObjectivesThe purpose of this review is to map how LEGO® SERIOUS PLAY® is currently utilised within education and to explore the benefits it may offer to the education of new nurses. DesignA scoping review which utilises a 5 stage methodological framework in order to encapsulate a broad range of evidence relating to the use of LEGO® SERIOUS PLAY® within a variety of educational settings. Data sourcesDatabases searched included CINAHL, Academic Search Premier, PsychInfo, Scopus as well as Proquest Dissertations and Theses and the British Library's Electronic Theses Online Service. Additional sources were also sought through review of the reference lists of relevant articles. Review methodsRetrieved articles were screened for relevance and compiled in a charting table to summarise the key components and findings of each source. Qualitative content analysis was then utilised to address the identified review questions. ResultsA total of 11 texts were reviewed consisting of 1 conference paper, 6 research reports and 4 conceptual articles. These explored the use of LEGO® SERIOUS PLAY® across a broad range of disciplines including nursing, play therapy, occupational therapy and marketing. ConclusionsThe scoping review highlights that LEGO® SERIOUS PLAY® offers a number of benefits that can be utilised within nursing education, particularly in relation to supporting reflection, formation of professional identity and the development of resilience. These results highlight a gap in the evidence concerning the use of LEGO® SERIOUS PLAY® within nursing education and thus the need for further exploration.