Background: Nursing instructors need to keep current in today’s teaching practices to meet educational standards required by the Accreditation Commission for Education in Nursing (ACEN). The traditional teaching practice to lecture only is considered outdated to meet the needs of today’s students. The millennial generation is accustomed to quick answers via the internet and may become impatient or easily bored in a non-virtual environment. Boredom may cause group dysfuction and a negative environment which hampers teamwork and productivity. The Jeopardy! game may provide an opportunity to increase the students’ knowledge, satisfaction, and build teamwork. Game teaching is an effective method of encouraging students to engage in classroom activity and restore a positive learning environment. Foreground: Game teaching methods are not commonly used as a teaching strategy at a local community college within an urban city. EBP Framework: The Model for Evidence-Based Practice Change by Larrabee was selected as a guide for the project. Methods: The aim of the project was to assess the nursing students’ perceptions of a game teaching method by implementing a Jeopardy! game for a registered nurse (RN) degree program in a community college within an urban city. A volunteer sample of nursing students participated in a Jeopardy! game and then completed the Comparison of Group and Individual Outcomes Between Jeopardy! and Traditional Classes Survey. Perceived learning, and students’ attitude toward the game teaching method was measured by the survey tool. Results were compared using descriptive statistics. Results: Eighty-six percent of the participants strongly agreed or agreed that taking the Jeopardy! examination enhanced their understanding of the material. Overall, 86% of the participants report that the Jeopardy! examination was a positive learning experience. Conclusion: The results provide supportive evidence that the Jeopardy! PowerPoint template provides a positive engaging learning environment for the students.
