This research is about the effect of story on player experience; it aimed to explore the difference between gameplay and story in a player’s experience and strived to measure it. The main problem for this research was one of knowledge; does story affect the player experience? Game creators often wonder if putting a story in a game is worth the time, money and effort. Does it affect the player experience in a positive way? Players wonder as well, if story even has a positive effect on player experience, putting gameplay and story up against each other. That is what this research is for, collecting information about the effect of story on player experience. The problem concerning the necessity of stories in games can be traced back to the long standing debate among the gaming community with two parties facing each other, one on the gameplay side and one on the story side. This also brings forth Clint Hocking’s problem, ludonarrative dissonance, the unharmonious state of a game’s gameplay and story, which, as he describes in his criticism piece Ludonarrative Dissonance in Bioshock (2007), can be experience breaking. Providing more information will hopefully make people think about the harmony that might exist between gameplay and story.
Background: Despite increasing shortages of highly educated community nurses, far too few nursing students choose community care. This means that a strong societal problem is emerging that desperately needs resolution.Objectives: To acquire a solid understanding of the causes for the low popularity of community care by exploring first-year baccalaureate nursing students' perceptions of community care, their placement preferences, and theassumptions underlying these preferences.Design: A quantitative cross-sectional design.Settings: Six universities of applied sciences in the Netherlands.Participants: Nursing students in the first semester of their 4-year programme (n =1058).Methods: Data were collected in September–December 2014. The students completed the ‘Scale on Community Care Perceptions’ (SCOPE), consisting of demographic data and three subscales measuring the affective componentof community care perception, perceptions of a placement and a profession in community care, and students' current placement preferences. Descriptive statistics were used.Results: For a practice placement, 71.2% of first-year students prefer the general hospital and 5.4% community care, whereas 23.4% opt for another healthcare area. Students consider opportunities for advancement and enjoyable relationships with patients as most important for choosing a placement. Community care is perceived as a ‘low-status-field’ with many elderly patients, where students expect to find little variety in caregiving and few opportunities for advancement. Students' perceptions of the field are at odds with things they believe to be important for their placement.Conclusion: Due to misconceptions, students perceive community care as offering them few challenges. Strategies to positively influence students' perceptions of community nursing are urgently required to halt thedissonance between students' preference for the hospital and society's need for highly educated community nurses.