Maintaining learner engagement during a full-day orientation program can be challenging, especially when significant portions of the day rely on lecture-based instruction and independent computer learning and testing. The orientation team observed this challenge and decided to add more interactivity to the day.

The nursing orientation program is an eight-hour experience that welcomes new staff, providing them with a high-level overview of the structure and support available to them within the nursing department. The day includes classroom lecture, computer-based testing, self-directed learning modules, glucometer training and practice, and hands-on lift and ergonomics instruction. Approximately four hours of the day are dedicated to lecture content and computer modules, creating an extended period of passive learning.

Efforts have been made to increase engagement by alternating activities with computer modules, but these attempts often resulted in a chaotic and choppy overall flow because participants did not complete tasks at the same time. That created confusion as some trainees were ready to move on to the next activity, while others were not. Time was another challenge to incorporating interactive elements; many topics are only allocated brief periods of time at orientation, making meaningful interactive activities difficult to implement. The team did not want to have interactivity if it did not provide value.

The team recognized that whatever activity we provided needed to be simple and cost-effective to implement, as well as adaptable as topics changed, making it sustainable for the long term. The orientation team developed a day-long bingo activity designed to encourage active listening and participation throughout the program. At the start of orientation, each participant receives a customized bingo card containing concepts, topics, and key terms that will be covered during the day. As topics are presented, learners mark the corresponding spaces on their cards. When they have a bingo, participants are invited to select a small prize from a snack box containing items such as popcorn, chips, and candy.

The initiative was designed to be easy to implement, minimally disruptive to the educational process, and cost-effective. Bingo cards were created using Microsoft Word to randomly place terms from the day on a grid and printed on standard copy paper. The prize cost averaged less than $2 per participant (they can win multiple prizes throughout the day), making the activity low-cost with little impact on departmental resources.

Participant responses have varied. Some orientation groups enthusiastically embrace the game, celebrating each completed row and frequently calling out “BINGO!” throughout the day. Other groups participate more quietly, independently tracking their progress and collecting prizes with little fanfare. A subset of learners chose not to participate, which is acceptable as participation is voluntary. Overall, the activity has generally been well received — nurses do like to snack!

Informal participant feedback has indicated that many learners enjoy the game and appreciate the opportunity for a little fun during a long orientation day. The bingo cards appear to encourage participants to remain attentive to the content being presented, as they actively listen for the topics and terms on their cards. While additional evaluation would be needed to determine the impact on knowledge retention or learning outcomes, the activity has shown promise as a simple, inexpensive strategy to increase engagement and maintain learner attention during extended educational sessions.

Overall, the bingo initiative demonstrates how a low-cost gamification approach can be incorporated into nursing orientation to promote participation, encourage active listening, and enhance the learner experience without requiring significant resources or major changes to the existing program structure.