PİCO OYUNUNUN ÖĞRENCİLERİN HEMŞİRELİK TANILARI VE PROBLEM ÇÖZME BECERİLERİ ÜZERİNE ETKİSİ

Yıl 2022, Cilt: 29 Sayı: 2, 197 - 204, 30.06.2022

Hale Sezer , Elif Günay İsmailoğlu

https://doi.org/10.17343/sdutfd.1007922

Öz

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.

Anahtar Kelimeler

PICO, Oyuna dayalı öğrenme, Hemşirelik, Hemşirelik Süreci, problem çözme becerisi

Destekleyen Kurum

Bulunmamaktadır

Proje Numarası

Bulunmamaktadır

Teşekkür

Bulunmamaktadır.

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

Öz

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.

Anahtar Kelimeler

PICO, Game Based Learning, Nursing, Nursing Process, Problem Solving Skills

Proje Numarası

Bulunmamaktadır

Kaynakça

• 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.