Introduction:
Gamification and game-based learning are innovative strategies that can enhance learning in the Community Nursing II course, taught in the second year of the Nursing Degree, by motivating students and professionals to improve their competencies. Their application in primary care and health education promotes disease prevention, health promotion, and the management of chronic conditions. This study aims to evaluate their impact on skill acquisition and analyze the effectiveness of gamified tools—such as clinical simulations, rewards, and digital platforms—on treatment adherence and health education.

Methodology:
To analyze the applicability of gamification in the Community Nursing II course, a review was conducted on the practices described in the Service Portfolio of the Public Health System of Extremadura (S.S.P.E.), focusing on the care of individuals with excessive alcohol consumption, smoking, Chronic Obstructive Pulmonary Disease (C.O.P.D.), frail older adults, and vaccination. Opportunities were identified to incorporate playful strategies such as interactive simulations, point and reward systems, team-based competitions, and digital platforms to track the progress of patients and professionals.
The following measurement methods could be used to reach possible conclusions:
-Quantitative: Adherence rate and success in simulations, performance indicators, motivation and satisfaction scales, and pre-test/post-test questionnaires.
-Qualitative: Interviews or focus groups and classroom observation.

Results:
A descriptive cross-sectional study was conducted with n=80 volunteer students enrolled in the Community Nursing II course. Participants were divided into two study groups: an experimental group (n=40) using gamification and a control group (n=40) following traditional teaching methods. The average age of participants was 20.8 years, with the majority being female (80% women vs. 20% men).

Gamification could benefit Primary Care (PC) training through:
- Role-playing games to practice "Brief Advice" for smoking and alcohol consumption.
- Interactive platforms to improve adherence in patients with C.O.P.D.
- Gamified exercises to encourage physical activity in older adults.
- Badge-based applications to promote recommended vaccinations in at-risk groups.

Conclusions:
1. Gamification and game-based learning appear to be effective strategies for enhancing practices in the Community Nursing II course, increasing motivation among both professionals and patients.
2. Implementing gamification as an educational resource could improve treatment adherence, the effectiveness of health education, and participation in prevention programs.
3. Future exploratory studies could focus on designing and evaluating gamified tools tailored to different areas of community healthcare.

Keywords: Gamification, Community Nursing, Competency-Based Learning, Educational Innovation.