EDUCAÇÃO PERMANENTE EM SAÚDE E O USO DA GAMIFICAÇÃO COMO RECURSO PEDAGÓGICO NA ÁREA DE ENFERMAGEM: UMA REVISÃO SISTEMÁTICA DE LITERATURA

The use of gamification as a pedagogical resource has intensified in recent years. This study seeks to understand how researchers have utilized gamification in the context of Continuing Health Education in the nursing field. From this analysis, it aims to develop research that contributes to and brings innovations to the theme through the systematization of Theories, Contexts, Characteristics, and Methodologies (TCCM Framework). The methodology used in this work adopts the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) protocol for a systematic review across five databases: Portal de Periódicos da Capes, Scielo, Web of Science, Scopus, and EBSCO. Eleven articles published between 2020 and 2025 were identified and analyzed, considering previously defined inclusion and exclusion criteria. The results show that gamification has been applied with a focus on professional qualification, promotion of engagement, meaningful learning, and improvement of clinical practice in health services, especially in hospital settings. The most recurrent strategies involve the use of digital games, simulations, board games, and playful dynamics, with objectives such as strengthening teamwork, patient safety, and improving the technical and behavioral competencies of nursing professionals. The analysis also demonstrated that most studies lack longitudinal evaluation, validation of pedagogical impact, and replicability of the methods used. It is concluded that gamification has great potential to transform Continuing Health Education in the nursing field, promoting innovative pedagogical practices centered on the leading role of professionals and the humanization of care. However, more rigorous empirical investigations are needed to validate the effectiveness of this approach and explore its implications in Continuing Health Education.