TWM604043U - Psychiatric nursing table game teaching aids - Google Patents

Abstract

This creation is a kind of psychiatric nursing board game teaching aid, which includes game deck, optional functional deck and theme deck. The game deck contains game cards corresponding to different mental diseases. The functional deck contains most functional cards. Cards, and can be mixed and stacked with the game cards of the game deck. The theme deck contains most themed cards corresponding to part of the game card content. This creative psychiatric nursing board game teaching aid can use the game deck matching function The decks and themed decks provide learners with a variety of game modes, and enable learners to learn about mental illness in different ways through different game modes, which can not only deepen the impression and increase the interest in learning , But also allows learners to improve the efficiency of learning in the process of interaction.

Description

Psychiatric nursing board game teaching aids

This creation is a kind of psychiatric nursing board game teaching aid, especially a psychiatric nursing board game teaching aid that provides learners with multiple game modes and uses them to learn related knowledge of psychiatric diseases.

As the pace of life accelerates, people’s lives in a fast-paced environment are likely to be accompanied by huge psychological and social pressure. When people live under the burden of psychological and social pressure for a long time, it is easy to develop such as depression, mania and thinking. Mental diseases such as dysfunction.

Among them, for learners of psychiatry, the mental illnesses such as depression, mania, and schizophrenia will have a variety of different symptoms, and the applicable drugs are also different. Therefore, in the study In the process of learning, most learners use the method of recitation to match the symptoms of depression, mania, schizophrenia and other mental illnesses and drugs. Not only is the learning process boring, it is difficult to learn by interest, which leads to learning The efficiency is relatively poor.

The main purpose of this creation is to provide a psychiatric nursing board game teaching aid, hoping to improve the current mental illness learners who use the method of recitation to familiarize themselves with the symptoms of mental illness and the matching of drugs, not only the learning process is more boring It is boring, it is difficult to raise interest in learning, which leads to the problem of poor learning efficiency.

In order to achieve the aforementioned purpose, the psychiatric nursing board game teaching aids created in this creation include: A game deck, which contains a large number of game cards, and one side of each game card is provided with a text mark area. The types of the majority of game cards are depression card, manic card, and mental disorder Syndrome cards and shared cards, the textual meaning of the text marking area of the depression card is related to depression, the textual meaning of the text sign area of the manic card is related to mania, the schizophrenia card The literal meaning of the text label area of the said card is related to schizophrenia, and the text of the text label area of the common card is related to depression, mania and schizophrenia; A functional deck containing a plurality of functional cards. The functional cards of the functional deck have the same shape as the game cards of the game deck, and the functional cards of the functional deck can be the same as the game cards The game cards of the group are mixed and stacked; and A theme deck, which can be set apart from the game deck, the theme deck contains a plurality of themed cards, the theme cards of the theme deck have the same shape as the game cards of the game deck, each A theme card is provided with a text description area on one side of the theme card, and the text of the text description area of the majority of the theme cards corresponds to the content of the text mark area of some game cards of the game deck.

Wherein, each game card of the game deck can be further provided with an auxiliary image area and an auxiliary indicator area on the same side of the text indicator area, and the textual meaning of the auxiliary image area is similar to that of the text indicator area. Corresponding to the text, the auxiliary marking area is located at the corner of the game card.

In addition, the types of the functional decks can further be one plus one card, two plus one card, exchange card, help card and skip card.

Furthermore, the types of the most theme cards can be divided into situation cards, topic cards, and topic cards, and the most theme cards are respectively provided with a type recognition area that provides a type recognition function.

This creative psychiatric nursing board game teaching aid provides learners to use the game deck to match the function deck and the theme deck to play a variety of game modes, and to set the theme by drawing the theme decks of the theme deck During the game, learners can read and think about the relationship between the symptoms and corresponding drugs recorded in the text area of most game cards and depression, mania, and schizophrenia. Matching with themed cards allows learners to learn about mental illness in different ways through different game modes. Not only can they achieve the effect of deepening the impression and increasing interest in learning, but also allowing learners to learn Improve the efficiency of learning in the process of interaction.

Please refer to FIGS. 1 to 4, which are a preferred embodiment of creating a psychiatric nursing board game teaching aid, which includes a game deck 10, a functional deck 20, and a theme deck 30.

As shown in Figures 1 and 2, the game deck 10 includes a plurality of game cards 11, and one side of each game card 11 is provided with a text mark area 12, and the types of the most game cards 11 are respectively melancholy Symptom card 111, mania card 112, schizophrenia card 113, and common card 114. The textual meaning of the text sign area 12 of the depression card 111 is related to depression, and the manic card 112 The textual meaning of the text labeling area 12 of the schizophrenia card 113 is related to mania, the textual meaning of the text labeling area 12 of the schizophrenia card 113 is related to schizophrenia, and the textual meaning of the text labeling area 12 of the common card 114 is related to depression Symptoms, mania, and schizophrenia are all related; wherein, the content of the text label area 12 can be symptom-related content such as the name of the disease, the name of the drug, or the duration of the symptom.

In addition, as shown in Figs. 1 and 2, each game card 11 of the game deck 10 can be further provided with an auxiliary picture area 13 and an auxiliary sign area 14 on the same side of the text sign area 12, so The textual meaning of the auxiliary image area 13 corresponds to the textual meaning of the text marking area 12, and the auxiliary marking area 14 is located at the corner of the game card 11.

For example, as shown in Figure 2, when the content in the text area 12 on the game card 11 is "auditory hallucinations", since "auditory hallucinations" are related symptoms of schizophrenia, the game card Card 11 is the schizophrenia card 113; when the content in the text area 12 on the game card 11 is "Trazodone (Mesyrel®)", because "Trazodone (Mesyrel®)" is used to treat various types The name of the drug related to the melancholic symptoms, so the game card 11 is the melancholia card 111; when the content in the text area 12 on the game card 11 is "irritable mood", because of "irritable mood" "Is a symptom related to mania, so the game card 11 is the mania card 112; when the content in the text area 12 on the game card 11 is "sleep disorder", the "sleep disorder" is Depression, mania, and schizophrenia share related symptoms, so the game card 11 is the common card 114.

As shown in Figures 1 and 3, the functional deck 20 includes a plurality of functional cards 21. The functional cards 21 of the functional deck 20 have the same shape as the game cards 11 of the game deck 10, and The functional card 21 of the functional deck 20 and the game card 11 of the game deck 10 can be mixed and stacked; in addition, the types of the functional deck 20 can be further divided into one plus one card 211 and one plus two cards. Card 212, exchange card 213, help card 214, and skip card 215.

As shown in Figures 1 and 4, the theme deck 30 can be set apart from the game deck 10, the theme deck 30 includes a plurality of theme cards 31, and the theme cards 31 and The shape of the game cards 11 of the game deck 10 is the same. Each theme card 31 is provided with a text description area 32 on one side. The text of the text description area 32 of the majority of the theme cards 31 is the same as that of the game card group. The text label area 12 of part of the game card 11 of 10 corresponds to the content.

Among them, as shown in FIG. 4, the types of the most theme cards 31 can be divided into situation cards 311, topic cards 313, and topic cards 312, and the most theme cards 31 are respectively provided with a type identification function that provides type identification. Area 33, the type recognition area 33 can provide learners to recognize the type of the theme card 31.

This creative psychiatric nursing board game teaching aid can provide multiple learners to play a variety of different game modes, and before the game starts, the learner must first choose the game mode to be played.

As shown in Figure 5 and Figure 6, in the first game mode of this creative psychiatric nursing board game teaching aid, as shown in Figure 5, before the game starts, the learner must combine the game deck 10 with the The functional decks 20 are mixed with each other and shuffled, and the mixed and shuffled game decks 10 and functional decks 20 are equally divided into a plurality of hands 40a according to the number of learners. Each learner is not watching the content. In this case, one of the hand cards 40a is removed, and then one of the learners must draw a situation card 311 from the theme deck 30, and open it for all learners to review, and then the game can be started.

Wherein, the text description area 32 in the context card 311 will correspond to part of the game card 11 in the game deck 10. As shown in FIG. 6, when it is the learner's turn to perform an action, the learner must start from his own hand Card 40a draws a card and turns it over for all learners to inspect.

At this time, as shown in Figures 5 and 6, all learners must determine whether the opened card corresponds to the content of the text description area 32 of the situation card 311. When the opened card is a functional card 21 or not corresponding to the content of the text description area 32 of the context card 311, the next learner will flop; when the flipped card is the content of the text description area 32 corresponding to the context card 311, Each learner must reach out to pat the opened card.

For example, as shown in FIG. 5 and FIG. 6, the content of the text description area 32 of the context card 311 is "S3: Hear sounds that others can't hear", and the context card 311 corresponds to the text label area 12. It is the game card 11 of "Hearing illusion". Therefore, when the card opened by the learner is the game card 11 of "Hearing illusion" in the text area 12, all learners must reach out in the first time Shoot the game card 11.

Among them, the learner who reaches out the slowest hand to shoot the card corresponding to the situation card 311, or the learner who shoots the card that does not correspond to the situation card 311, must take away all the cards that are turned over at that time and share with him The hand 40a of is mixed and shuffled. After the learner shuffles, the learner starts to flop; when a learner finishes playing all the cards 40a, he can win.

As shown in Figures 7-9, in the second game mode of this creative psychiatric nursing board game teaching aid, as shown in Figure 7, before the game starts, the learner must combine the game deck 10 with the The functional decks 20 are mixed with each other and shuffled to form a deck 41. Each learner gets five hands 40b from the deck 41. Then, one of the learners must choose from the theme deck 30 Draw a question card 312 and open it for all learners to view, and then the game can be started.

As shown in Figure 8, the text description area 32 in the title card 312 will correspond to different types of game cards 11 in the game deck 10. When it is the learner's turn to perform an action, the learner must start from his own hand From the cards 40b, a function card 21 or a game card 11 corresponding to the content of the text description area 32 of the title card 312 is selected and placed on the table; as shown in Figure 9, if the learner does not have a function card in his hand 21 or a game card 11 corresponding to the content of the text description area 32 of the title card 312, the learner must draw a card from the deck 41, where the drawn card is the corresponding title card When the game card of 312 is 11, the learner can directly put the drawn card on the table, and change the next learner to perform the action; when the drawn card is the function card 21 or the non-corresponding question card 312 In the game card 11, the learner must put the drawn card into his hand 40b.

Among them, as shown in Figure 3, when the learner selects the functional card 21, the functions of the various functional cards 21 are as follows: When the learner uses the plus one card 211, the learner can let the next learner follow the card One card is drawn from the pile 41; when the learner uses the plus two card card 212, the learner can let the next learner draw two cards from the pile 41; when the learner uses the exchange card card 213, The learner can exchange one of the cards in hand 40b with the next learner; when the learner uses the help card 214, the learner can choose to let one of the learners play the card; when the learner uses When the card 215 is skipped, the next learner will be replaced directly.

When the learner has only one card 40b left in his hand after the card is played, the learner must declare the "fine card" like other learners, if the learner does not declare the "fine card" after the card is played , Other learners can ask the learner to draw two cards from the deck 41 and put them into their hand 40b; when a learner has played all the cards in his hand 40b, he can win.

As shown in Figures 10-13, in the third game mode of this creative psychiatric nursing board game teaching aid, as shown in Figure 10, before the game starts, the learner must combine the game deck 10 with the The title cards 313 in the theme deck 30 are mixed with each other and shuffled, and the mixed and shuffled game deck 10 and title cards 313 are equally divided into a plurality of hands 40c according to the number of learners, and the game can be started.

As shown in Figure 10 and Figure 11, at the beginning of the game, the learner with the title card 313 whose type recognition area 33 is "Question card 313 (one)" in the hand 40c must first place the title card 313 on the table The learner can choose the title card 313 in the hand 40c or the game card 11 corresponding to the content of the text description area 32 of the title card 313 on the table; as shown in Figure 12, if the learner’s hand 40c does not When the game card 11 corresponding to the content of the text description area 32 of the title card 313 on the table, the learner must select a card from the hand 40c that is not the title card 313 and cover the card on the adjacent one. As a fold 42 on the table.

For example, when there is only one title card 313 whose type recognition area 33 is "topic card 313 (one)" on the desktop, since the content of the text description area 32 of the title card 313 is "depression", learn The player can only play the depression card 111 or other problem cards 313 from the hand 40c, as shown in Figure 12. If the learner does not have the depression card 111 in the hand, the learner can pick out the hand 40c A card is covered as a fold 42. As shown in Figure 13, the learner can also play other question cards 313 to provide other learners with the game card 11 corresponding to the question card 313 on the table. For example, learn After the learner places the title card 313 in the text description area 32 with the content of "Schizophrenia" on the desktop, the learner can choose the depression card 111 or the schizophrenia card 113; when all learners have finished When all hands are 40c, the learner with the least number of folds 42 wins.

Among them, learners can learn related knowledge of mental illnesses in different ways through different game modes, which can not only deepen the impression and increase the interest of learning, but also allow learners to improve learning in the process of interaction s efficiency.

In addition, the auxiliary image area 13 on the game card 11 corresponding to the text marking area 12 can be used to assist learners to understand the textual content of the text marking area 12, and the auxiliary marking area 14 may be a digital number. , Can further assist learners to remember quickly.

To sum up, this creative psychiatric nursing board game teaching aid can provide learners to play multiple game modes by matching the game deck 10 with the function deck 20 and the theme deck 30, and enable the learners to be able to play differently. Through different kinds of game modes, learning related knowledge of mental illnesses with different orientations can not only achieve the effect of deepening the impression and increasing the interest of learning, but also allow learners to improve the efficiency of learning in the process of interaction.

10: Game deck 11: Game cards 111: Depression Card 112: Mania Card 113: Schizophrenia Card 114: total card 12: Text area 13: auxiliary image area 14: Auxiliary marking area 20: Function deck 21: Function card 211: add a card 212: add two cards 213: Exchange Card 214: Help Card 215: Skip Card 30: Theme deck 31: Theme card 311: Situation Card 312: Question Card 313: Title Card 32: text description area 33: Type identification area 40a~40c: hand 41: Card Pile 42: Fold

Figure 1: A schematic diagram of the overall three-dimensional appearance of game decks, functional decks and theme decks of a preferred embodiment of the psychiatric nursing board game teaching aid. Figure 2: Schematic diagram of the game deck for this creation of psychiatric nursing board game teaching aids. Figure 3: Schematic diagram of the functional decks for this creation of psychiatric nursing board game teaching aids. Figure 4: Schematic diagram of the theme deck for this creation of psychiatric nursing board game teaching aids. Figure 5: Schematic diagram of the first game mode for creating psychiatric nursing board game teaching aids (1). Figure 6: This is a schematic diagram of the first game mode for creating psychiatric nursing board game teaching aids (2). Figure 7: Schematic diagram of the second game mode for creating psychiatric nursing board game teaching aids (1). Figure 8: Schematic diagram of the second game mode for creating psychiatric nursing board game teaching aids (2). Figure 9: Schematic diagram of the second game mode for creating psychiatric nursing board game teaching aids (3). Figure 10: This is a schematic diagram of the third game mode for creating psychiatric nursing board game teaching aids (1). Figure 11: This is a schematic diagram of the third game mode for creating psychiatric nursing board game teaching aids (2). Figure 12: This is a schematic diagram of the third game mode for creating psychiatric nursing board game teaching aids (3). Figure 13: This is a schematic diagram of the third game mode for creating psychiatric nursing board game teaching aids (4).

10: Game deck

11: Game cards

113: Schizophrenia Card

12: Text area

13: auxiliary image area

14: Auxiliary marking area

20: Function deck

21: Function card

211: add a card

30: Theme deck

31: Theme card

311: Situation Card

32: text description area

33: Type identification area

Claims (7)

A psychiatric nursing board game teaching aid, which includes: A game deck, which contains a large number of game cards, and one side of each game card is provided with a text mark area. The types of the majority of game cards are depression card, manic card, and mental disorder Syndrome cards and shared cards, the textual meaning of the text marking area of the depression card is related to depression, the textual meaning of the text sign area of the manic card is related to mania, the schizophrenia card The literal meaning of the text label area of the said card is related to schizophrenia, and the text of the text label area of the common card is related to depression, mania and schizophrenia; A functional deck containing a plurality of functional cards. The functional cards of the functional deck have the same shape as the game cards of the game deck, and the functional cards of the functional deck can be the same as the game cards The game cards of the group are mixed and stacked; and A theme deck, which can be set apart from the game deck, the theme deck contains a plurality of themed cards, the theme cards of the theme deck have the same shape as the game cards of the game deck, each A theme card is provided with a text description area on one side of the theme card, and the text of the text description area of the majority of the theme cards corresponds to the content of the text mark area of some game cards of the game deck. The psychiatric nursing board game teaching aid according to claim 1, wherein each game card of the game deck is provided with an auxiliary picture area on the same side of the text marking area, and the textual meaning of the auxiliary picture area is Corresponding to the textual meaning of the text mark area. The psychiatric nursing board game teaching aid according to claim 1, wherein each game card of the game deck is provided with an auxiliary marking area on the same side of the text marking area, and the auxiliary marking area is located at all The corner of the game card. The psychiatric nursing board game teaching aid according to claim 2, wherein each game card of the game deck is provided with an auxiliary marking area on the same side of the text marking area, and the auxiliary marking area is located at all The corner of the game card. The psychiatric nursing board game teaching aid described in any one of claims 1 to 4, wherein the types of the functional decks are plus one card, plus two cards, exchange cards, help cards and skip Cards. For the psychiatric nursing board game teaching aid described in any one of claims 1 to 4, the types of the majority of themed cards can be divided into situation cards, topic cards, and topic cards, and the majority of themed cards are respectively provided with Provides a type recognition area with a type recognition function. For the psychiatric nursing board game teaching aid described in claim 5, the types of the most theme cards can be divided into situation cards, topic cards and topic cards, and the most theme cards are provided with one of the types identification functions Type identification area.

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