Masoomeh asadi - Abadan facuity of medical sciences, Abadan, Iran
morteza nasiri - Student Research Committee,Department ofSurgical Technology,School of Nursing and Midwifery,Shiraz University of Medical Sciences,Shiraz,Iran
melika salehi - student Research committee, Abadan facuity of medical sciences, Abadan, Iran

A systematic review was conducted on electronic databases of MEDLINE/PubMed, Scopus, ISI Web of Science,CINAHL, and Embase until December 2017, using relevant keywords for educational games developed for nursing students in perioperative field. To evaluate the level of strength and quality of the evidence, the Association of peri Operative Registered Nurses (AORN) revised model for evidence appraisal was used. Of the852 evidence, only 10 met the criteria and were reviewed and appraised. Educational games had focused ondifferent learning domains, including skills, feelings, emotion, knowledge, performance, attitude, motivation,and interest. With respect to the evidence level, most evidence was categorized as V (expert opinion=2, casereport=2,literatu rereview=1,and organizationalexperiences=1),and only onewasinlevelI(randomized controlled trial). The quality level ofmost evidence was high (n=4)and low(n=4),and the rating of most of them was moderate(n=4)and imited(n=4).Based on the findings,most evidence had inappropriatequality and was found to be weak.It seems that the investigated games are insufficient to promote the nursing students’learning outcomes in different domains. Accordingly, more high-quality studies are required to design and de-velop innovative and practical games for students inperioperativ enursing by considering validity and reliability process.( Proposal code cod: 96u-331)

Educational technology, Nursing education research, Perioperative nursing, Play and playthings, Simulation training, Students, Systematic review