Game Name: LIFE: THE GAME – Stay Safe

Focus: Helping an individual require a new set of skills & knowledge to cope with a new event and
situation caused by changes in the environment (COVID-19 Pandemic)
Overview & Purpose:

Life the game - stay safe is an educational game and it's very enjoyable to play. Use the mouse to play
and follow the steps to win and stay safe from the virus!
This amazing game will help people teach the importance of staying home. In this pandemic situation,
we need to protect ourselves from viruses, so we must stay home and be safe.
INSTRUCTION/S: MATERIALS:

The game has three levels to complete, and each  Phone/tablet/ laptop
level teaches you the strategies to be safe. To  Internet connection
play the game, you must turn against the people
to keep their distance. That's your first level. And
the second level is you have to wash your hands
by the shop for some time properly. Then in the
third level, you have to swipe your finger to
remove the sweat to protect yourself from fever.
REFLECTION:

There’s a serious pandemic going on these days which has caused disruptions to our environmental
and societal routine. We all have to learn how to live our normal lives and avoid catching the virus.
This online game will show you some of the precautions you need to take.

The development of Transitions Theory was guided by three patterns of thought: role theory, lived experiences, and feminist post colonialism.

1. Role theory incorporates how clients transition from one role to another.
2. Lived experiences focus on the responses to change and the experiences of the people going through the change.
3. Feminist post colonialism is about power relationships, oppression, and discrimination and how those issues relate to race, ethnicity, nationality, and gender
(Meleis, 2015, pp. 362–363).

This game focuses on pattern number 2. Lived experiences of an individual going through some changes. Transitions Theory proposes that certain events trigger
transitions. This movement is generally viewed as positive because completion of transitions results in greater stability (Meleis, 2010). Transitions Theory offers a
framework in which to organize the experiences of individuals, families, groups, organizations, and communities that are facing and coping with events,
situations, or developmental milestones that require new skills, knowledge, or ways of thinking or being (Meleis, 2015). There are four different types of
transitions: developmental, situational, health–illness, and organizational transitions. In this game or presentation, we are going to focus on a situational
transition. Situational transitions are triggered by an event that has health–illness implications. Among the assumptions of the theory is that clients have the
capacity to assume new roles as shaped by their environment. As one of the metaparadigm of the theory - Nursing’s goal is that the “client emerge from any
nursing encounter not only more comfortable and better able to deal with the present health problem, but also better equipped to protect and promote health
for the future” (Chick & Meleis, 1986, p. 31). Thus, this game will aid an individual in the transition to better cope and develop a new skill and understanding to
survive in an ever changing environment. COVID 19 pandemic turns our world 360 degrees. Some of us may have find it difficult to adapt to our new normal. But
this game will give us a visual representation on what is happening around us and how to avoid getting an infection that may put us at risk to illness or unhealthy
outcomes.

Healthy outcomes during transitions is the goal. To facilitate this, interventions may be necessary. Clarifying roles, goal setting, providing expertise, role
modelling, providing resources, accessing reference groups, debriefing, and rehearsing are all suggested nursing interventions to be used during transitions. That
is exactly what this game is doing. This clarifies our NEW role in the society, gives us goal not to acquire infection, and showing us a good role model of social
distancing and hand hygiene.

Meleis’s theory offers a very useful way of organizing the events that affect all people, causing disequilibrium and movement toward illness. Unhealthy
outcomes can be avoided if nurses can assist patients in adapting to their transitions.

Nursing Diagnosis Goal (Outcome Criteria) Interventions Rationale Evaluation

Ineffective Coping related After an hour playing LIFE: INDEPENDENT: After an hour playing LIFE:
to sudden change to THE GAME – Stay Safe the THE GAME – Stay Safe
environment and a patient will be able to:  Assess for the  The patient’s goals were met AEB:
sudden threat to health influence of coping behavior
status as evidenced by:  The patient will cultural beliefs, may be based on  The patient was
use effective norms, and values cultural able use effective
Subjective Cue/s: coping on the patient’s perceptions of coping
mechanisms to perceptions of normal and mechanisms to
“I do not know what to do deal with effective coping. abnormal coping deal with
in this new normal.” unexpected behavior. unexpected
 situations  situations through
“How do we survive this?”  Observe for  it is necessary to the game
 The patient will strengths such as verbally praise  
“Do we really have to verbalize that he the ability to them for their  The patient
distance ourselves to or she feels more relate the facts strengths and use verbalized that he
people?” confident about and to those strengths to or she feels more
dealing with acknowledge the aid functioning confident about
Objective Cues/s: difficult future source of dealing with
situations  stressors. difficult future
 Presence of situations 
COVID-19 virus  Determine the  This information
 Government’s  The patient will patient’s provides a
mandate to verbalize that understanding of foundation for  The patient
exercise social newly learned the stressful planning care and verbalized newly
distancing strategies and situation. choosing relevant learned strategies
 DOH guidelines skills that are interventions and skills that are
on hand washing helpful to manage helpful to manage
and symptoms to current problems   Set a working  An ongoing current problems 
watch out for relationship with relationship
the patient establishes trust,
through reduces the
continuity of care. feeling of
isolation, and may
facilitate coping.

 Assist patient set  Involving patients

realistic goals and in decision making
identify personal helps them move
skills and toward
knowledge. independence.

 Provide chances  Verbalization of

to express actual or
concerns, fears, perceived threats
feeling, and can help reduce
expectations. anxiety and open
doors for ongoing
communication.

 Use empathetic  Acknowledging

 communication. and empathizing
creates a
supportive
environment that
enhances coping

 Assist patients  It can be helpful

with accurately for the patient to
evaluating the recognize that he
situation and their or she has the
own skills and reserves
accomplishments. of strength to
effectively
manage the
situation. The
patient may need
help coming to a
realistic
perspective of the
situation.

 Provide  Patients who are

information the coping
patient wants and ineffectively have
needs. Do not reduced ability to
give more than absorb
the patient can information and
handle. may need more
guidance initially.

 Assist the patient  Constructive

with problem- problem solving
solving in a can promote
constructive independence
manner. and sense of
autonomy.

 Provide  In traumatic
information and situations,
explanation families have a
 regarding care need for
before care is information and
given. explanations.
Providing
information
prepares the
patient and family
for understanding
the situation and
possible
outcomes.

 Patients who are

 Point out signs of coping
positive progress ineffectively may
or change. not be able to
assess their
progress toward
effective coping.

 Distraction is used
 Use distraction to direct attention
techniques during toward a
procedures that pleasurable
cause patient to experience and
be fearful. block the
attention of the
feared procedure.
Game Name: HELLO
Focus: Helping an individual converse more to expand personal boundaries through talking and to help them realize their wholeness and vulnerability and to
make them aware of their own mortality.
Overview & Purpose:
Hello is a conversation game. It's the easy, non-threatening way to start a conversation with family and friends about what matters most to you. This amazing
game will help patients converse in an emotionally sensitive issues and will also help the caregivers on how to proceed with their care based on the
participants answer.
INSTRUCTION/S: MATERIALS:
 Players are provided the questions in a  Hello Card
prearranged order.  Chip
 The first player reads the question card  Coin ( for pre-game)
aloud and players individually write down  Awards for the winners
their answers and then take turns sharing  Table and Chairs
their answers with the group (players can
opt to pass).
 During the conversation, players may
acknowledge others for a particularly
thoughtful, poignant, or even funny
comment by giving a chip. 
 A pre-game coin flip (whose result is not
revealed until the game ends) determines
whether player with the most chips
“wins” (heads) or the player with
the least chips wins (tails). 
REFLECTION:

Players' answers prompt others to respond or ask questions, so that what began as “reading an answer” evolves into a free-flowing conversation. Self-
transcendence moves the individual beyond the immediate or constricted view of self and the world (Reed, 1996). Within self-transcendence, there is “an
expansion of personal boundaries outwardly (toward others and the environment), inwardly (toward greater awareness of beliefs, values, and dreams), and
temporally (toward integration of past and future in the present)” (Reed, 1996, p. 3). Through questions, answers and free-flowing conversations these
concepts will materialize and a person will develop a sense of wholeness and health and also an awareness in their own mortality. The purpose of having a
“winner” is to maintain intrigue and playful competition throughout the game.

(McEwen & Wills, 2014)

Bibliography
McEwen, M., & Wills, E. M. (2014). Theoretical Basis for Nursing . Philadelphia: Wolters Kluwer Health.

Nursing Diagnosis Goal (Outcome Criteria) Interventions Rationale Evaluation

Anticipatory grieving related to After 1 hour of playing HELLO,
sense of impending doom as patient will be able to:
evidenced by:
1. Identify and express
Subjective cue/s: feelings appropriately.
“I feel like I’ll die soon.” 2. Verbalize
“I’ll make my family sad when I understanding of the
die.” dying process and
feelings of being
Objective cue/s: supported in grief
 Alteration in sleep work.
pattern 3. Experience personal
 Changes in empowerment in
spiritual strength and
communication
resources to find
pattern
meaning and purpose
 Negative death images
in grief and loss.
Independent:
 Facilitate  Trust is necessary
development of a
trusting relationship
with patient and/or
family.
 Provide open, non-  Promotes and
judgmental
environment. Use
therapeutic
communication skills
of active listening,
affirmation, and so on.
After 1 hour of playing HELLO,
goals were met AEB patient
before patient and/or was able to:
family can feel free to
open personal lines of 1. Identify and express
communication with feelings appropriately.
the hospice team and 2. Verbalized
address sensitive understanding of the
issues. dying process and
feelings of being
supported in grief
encourages realistic
work.
dialogue about
3. Experienced personal
feelings and concerns.
empowerment in
spiritual strength and
resources to find
meaning and purpose
in grief and loss.

 Encourage  Patient may feel

verbalization of
thoughts and/or
concerns and accept
expressions of
sadness, anger,
rejection.
Acknowledge
normality of these
feelings.
supported in
expression of feelings
by the understanding
that deep and often
conflicting emotions
are normal and
experienced by others
in this difficult
situation.

 Patient and/or SO
 Reinforce teaching benefit from factual
regarding disease information.
 process and
treatments and
provide information as
requested or
appropriate about
dying. Be honest; do
not give false hope
while providing
emotional support.
 Determine way that  These factors affect
patient and/or SO
understand and
respond to death.
Determine cultural
expectations, learned
behaviors, experience
with death (close
family members
and/or friends), beliefs
about life after death,
faith in Higher Power
(God)
 Provide open
environment for  If patient/SO are
discussion with
patient/SO (when
appropriate) about
desires and/or plans
pertaining to death;
e.g., making will,
burial arrangements,
tissue donation, death
benefits, insurance,
time for family
gatherings, how to
spend remaining time.
 Encourage
participation in care  Allows patient to
and treatment
decisions.
Individuals may ask
direct questions about
death, and honest
answers promote trust
and provide
reassurance that
correct information
will be given.
how each individual
faces death and
influences how they
may respond and
interact.
mutually aware of
impending death, they
may more easily deal
with unfinished
business or desired
activities. Having a
part in problem
solving or planning
can provide a sense of
control over
anticipated events.
retain some control
over life.
McEwen, M., & Wills, E. M. (2014). Theoretical Basis for Nursing . Philadelphia: Wolters Kluwer Health.

(Sitzman & Eichelberger, 2017)

Bibliography
McEwen, M., & Wills, E. M. (2014). Theoretical Basis for Nursing . Philadelphia: Wolters Kluwer Health.

Sitzman, K., & Eichelberger, L. W. (2017). Understanding the Work of Nurse Theorists: Creative Beginning . Burlington, MA: Jones & Bartlett Learning, LLC, an
Ascend Learning Company.