Jogos educativos utilizados no ensino de diagnósticos de enfermagem: revisão integrativa.

Abstract

Resolution No. 736 of the Federal Nursing Council of January 17, 2024, provides for the implementation of the Nursing Process in every socio-environmental context where nursing care occurs. The second stage of the Nursing Process (NP), the Nursing Diagnosis (ND), consists of clinical reasoning to establish and identify the needs of individuals. There are countless challenges in teaching the elaboration of ND during undergraduate studies, which requires effective, consistent, diversified and increasingly playful pedagogical strategies from teachers, therefore, games are gaining space within Nursing as a relevant teaching strategy. Objective: To map the educational games used in the teaching of Nursing Diagnoses, based on an integrative review of the literature. Method: Integrative literature review prepared according to PRISMA recommendations based on the guiding question: what are the elements identified in the construction and operability of educational games used in the teaching-learning of Nursing Diagnoses? To search for scientific evidence, controlled descriptors were selected after consulting the Health Sciences Descriptors vocabularies and databases in the health sciences area. The time range from 2019 to 2024 was used, and articles that did not answer the guiding question were excluded. Results: Five articles were selected for the review. Brazilian researchers stood out. Methodological design studies are the most common. Among the games, the following were identified: an application for mobile devices for teaching the International Classification for Nursing Practice, called CIPE® Play; a Self-Instructional Guide for Clinical Reasoning (GARC); a board game Nurse Diagnostician, for solving clinical cases; an infographic on NP in childhood vaccination; and a diagram on teaching and learning the reasoning of ND based on Nursing Theories. Conclusions: The operability of games transcends the simple assimilation of knowledge and provides an interactive and dynamic approach, making the learning process more effective and engaging, through the stimulation of clinical reasoning, teamwork, communication, leadership, competitiveness, simulation of clinical scenarios and expanding pedagogical alternatives. As a contribution of this research, it is recommended that new educational games be developed and validated on teaching ND, given the various advantages and contributions to teaching and learning in the field of Nursing.