SavedAdd your journal

Journals / SDÜ Tıp Fakültesi Dergisi / 2026 / Cilt: 29 Sayı: 2

THE EFFECT OF PICO GAME ON NURSING DIAGNOSIS AND PROBLEM-SOLVING SKILLS OF STUDENTS

PİCO OYUNUNUN ÖĞRENCİLERİN HEMŞİRELİK TANILARI VE PROBLEM ÇÖZME BECERİLERİ ÜZERİNE ETKİSİ

Hale Sezer(İZMİR BAKIRÇAY ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0000-0003-4199-7727
Elif Günay İsmailoğlu(İZMİR BAKIRÇAY ÜNİVERSİTESİ)0000-0002-9152-3469
Pages
197–204
Publication Date
2022-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Conclusion As a result of the research, the students were able to correctly identify the effective clinical questions and nursing diagnoses specific to PICO scenarios and the interventions and patient outcomes specific to these diagnoses.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objective This research was conducted to determine the effect of the PICO game on students’ problem-solving skills as well as their ability to determine the diagnosis and planning in the nursing process.
📊
Key Findings & Data:Materials and Methods The research is a quasi-experimental study conducted in February-March 2020.
💡
Conclusion & Impact:Conclusion As a result of the research, the students were able to correctly identify the effective clinical questions and nursing diagnoses specific to PICO scenarios and the interventions and patient outcomes specific to these diagnoses.
🔬Design:Survey & Empirical Study
📍Scope:2020 Verileri
⚙️Variables:PICO · Oyuna dayalı öğrenme · Hemşirelik

Abstract

Objective This research was conducted to determine the effect of the PICO game on students’ problem-solving skills as well as their ability to determine the diagnosis and planning in the nursing process. Materials and Methods The research is a quasi-experimental study conducted in February-March 2020. The sample of the research was comprised of 40 second year students attending the nursing process course at the department of nursing. The data of the research were collected with a questionnaire for socio-demographic characteristics, visual analog scale for assessing satisfaction, the problem-solving inventory and the nursing process planning table. Results There was no significant difference between the total and subscale scores of the Problem-Solving Inventory before and after the PICO game. The average satisfaction score of the students about the conduction of the course was found to be 9.38 ± 1.19 out of 10. Conclusion As a result of the research, the students were able to correctly identify the effective clinical questions and nursing diagnoses specific to PICO scenarios and the interventions and patient outcomes specific to these diagnoses.

Özet

Amaç Bu araştırma, PICO oyununun öğrencilerin hemşirelik sürecinde tanı ve planlamayı belirleme ve problem çözme becerilerine olan etkisinin belirlenmesi amacıyla gerçekleştirilmiştir. Gereç ve Yöntem Araştırma Şubat-Mart 2020 tarihinde yapılan yarı-deneysel tipte bir araştırmadır. Araştırmanın örneklemini hemşirelik bölümünde hemşirelik süreci dersine devam eden 40 ikinci sınıf öğrencisi oluşturmuştur. Araştırmanın verileri sosyodemografik özellikler anketi, memnuniyeti değerlendirmeye yönelik görsel analog ölçeği, problem çözme envanteri ve hemşirelik süreç planlama tablosu ile toplanmıştır. Bulgular Öğrencilerin PICO oyunu öncesi ve sonrası Problem Çözme Becerileri Ölçeği toplam ve alt ölçekleri puan ortalamaları arasında anlamlı bir fark bulunmamıştır. Öğrencilerin dersin işlenişi ile ilgili memnuniyet puan ortalaması 10 üzerinden 9.38±1.19 olarak belirlenmiştir. Sonuç Araştırma sonucunda, öğrencilerin PICO senaryolarına özgü etkili klinik soru sorma ve hemşirelik tanılarını ve bu tanılara özgü girişim ve hasta sonuçlarını doğru bir şekilde belirledikleri saptanmıştır.

🔖

Cite This Article

Sezer, H., İsmailoğlu, E. G. (2022). THE EFFECT OF PICO GAME ON NURSING DIAGNOSIS AND PROBLEM-SOLVING SKILLS OF STUDENTS. SDÜ Tıp Fakültesi Dergisi, Cilt: 29 Sayı: 2, 197–204. https://doi.org/10.17343/sdutfd.1007922

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (31)

  1. Doenges ME, Moorhouse MF, Murr AC. Nursing Diagnosis Manual Planning, Individualizing and Documenting Client Care. 3rd ed. Philadelphia: F.A. Davis Company; 2010. 1–1147 p.
  2. Sparks Ralph S, Taylor CM. Sparks and Taylor’s Nursing Diagnosis Reference Manual. Eight. China: Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright; 2011. 1–884 p.
  3. Sendir M, Acaroğlu R, Aktas A. The Knowledge and Views of Fourth Class Nursing School Students about Nursing Process. Florence Nightingale J Nurs. 2009;17(3):166–73.
  4. Taylor CR, Lillis C, LeMone P, Lynn P. Study Guide for Fundamentals of Nursing The art and Science of Nursing Care. 7th ed. LeBon M, editor. United States of America: Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright; 2011. 1–434p.
  5. Schlosser RW, Koul R, Costello J. Asking well-built questions for evidence-based practice in augmentative and alternative communication. J Commun Disord. 2007;40(3):225–38.
  6. Johnston L, Fineout-Overholt E. Teaching EBP: “Getting from zero to one.” Moving from recognizing and admitting uncertainties to asking searchable, answerable questions. Worldviews Evidence-Based Nurs. 2005;2(2):98–102.
  7. Jeong M, Park M. Development and effects of e-learning program for clinical questioning in Evidence-Based Practice using case-based animation for nurses. Korean J Adult Nurs. 2018;30(6):643–55.
  8. Milner KA, Cosme S. The PICO Game: An Innovative Strategy for Teaching Step 1 in Evidence-Based Practice. Worldviews Evidence-Based Nurs. 2017;14(6):514–6.
  9. Davidson SJ, Candy L. Teaching EBP Using Game-Based Learning: Improving the Student Experience. Worldviews evidence- based Nurs. 2016;13(4):285–93.
  10. Gibson V, Douglas M. Criticality: The experience of developing an interactive educational tool based on board games. Nurse Educ Today [Internet]. 2013;33(12):1612–6. Available from: http://dx.doi.org/10.1016/j.nedt.2013.01.022
  11. Boctor L. Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Educ Pract [Internet]. 2013;13(2):96–100. Available from: http://dx. doi.org/10.1016/j.nepr.2012.07.010
  12. Paim CPP, Goldmeier S. Development of an Educational Game to Set Up Surgical Instruments on the Mayo Stand or Back Table: Applied Research in Production Technology. JMIR Serious Games. 2017;5(1):e1.
  13. Bensinger H. Critical-thinking challenge games and teaching outside of the box. Nurse Educ. 2015;40(2):57–8.
  14. Sealover P, Henderson D. Scoring rewards in nursing education with games. Nurse Educ. 2005;30(6):247–50.
  15. Mick J. The Appraising Evidence Game. Worldviews Evidence- Based Nurs. 2016;13(2):176–9.
  16. Wonder AH, Otte JL. Active learning strategies to teach undergraduate nursing statistics: Connecting class and clinical to prepare students for evidence-based practice. Worldviews Evidence-Based Nurs. 2015;12(2):126–7.
  17. García-Viola A, Garrido-Molina JM, Márquez-Hernández VV, Granados-Gámez G, Aguilera-Manrique G, Gutiérrez-Puertas L. The influence of gamification on decision making in nursing students. J Nurs Educ. 2019;58(12):718–22.
  18. Park M, Jeong M, Lee M, Cullen L. Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students. Nurse Educ Today [Internet]. 2020;91(March 2019):104466. Available from: https://doi.org/10.1016/j.nedt.2020.104466
  19. Heppner PP. Problem Solving Inventory (PSI): Research Manual. Palo Alto, editor. CA: Consulting Psychologists Press; 1988.
  20. Sahin N, Sahin NH, Heppner PP. Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognit Ther Res. 1993;17(4):379–96.
  21. Larsen CM, Terkelsen AS, Carlsen A-MF, Kristensen HK. Methods for teaching evidence-based practice: a scoping review. BMC Med Educ. 2019;19(1).
  22. Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebø Å. Developing a serious game for nurse education. J Gerontol Nurs. 2018;44(1):15–9.
  23. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Educational gaming in the health sciences: Systematic review. J Adv Nurs. 2009;65(2):259–69.
  24. Tezel A, Arslan S, Topal M, Aydoğan Ö, Koç Ç, Şenlik M. The Investigation of The Problem Solving Skill and Depression Level of Nursing Students. J Ataturk Univ Sch Nurs. 2009;12(4):1–10.
  25. Kanbay Y, Aslan O, Isık E, Kılıc N. Problem Solving and Critical Thinking Skills of Undergraduate Nursing Students. J High Educ Sci. 2013;3(3):244–51.
  26. Yuksel A. Nursing Students’ Self Evaluation of Problem Solving Skills and Related Factors. J Hacettepe Univ Fac Nurs. 2015;37–49.
  27. Basar G, Akın S, Durna Z. Evaluation Of Nurses’ And Nursing Students’ Problem- Solving Skills And Communication Skills. Gumushane Univ J Heal Sci. 2015;4(1):125–47.
  28. Demir Barutcu C. Hemşirelik Öğrencilerinde Problem Çözme Becerisinin Klinik Karar Verme Düzeylerine Etkisi. SDÜ Tıp Fakültesi Derg. 2019;26(1):22–9.
  29. Tümkaya S, Aybek B, Aldag H. An investigation of university students’ critical thinking disposition and perceived problem solving skills. Eurasian J Educ Res. 2009;(36):57–74.
  30. Eseryel D, Law V, Ifenthaler D, Ge X, Miller R. An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning. Int Forum Educ Technol Soc. 2014;17(1):42–53.
  31. Eseryel D, Law V, Ifenthaler D, Ge X, Miller R. An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning. Int Forum Educ Technol Soc. 2014;17(1):42–53.