The Effect of Benner's Jigsaw Teaching Technique Based on the Novice to Expert Model and Scenario-Based Peripheral Intravenous Catheterization Instruction on Skill Acquisition of Nursing Students: An Experimental Study.

Cumhuriyet University

Status: Begins enrollment this month

Conditions: Nursing Education; Clinical Skills Training

Treatments: Behavioral: Traditional Training; Behavioral: Jigsaw and Scenario-Based Training

Study type: Interventional

Funder types: Other

Identifiers

NCT07298681

2025-10/37 (Other Identifier)

Cumhuriyet University Nursing

Details and patient eligibility

About

This randomized controlled experimental study aims to evaluate the effectiveness of a training program based on the Jigsaw teaching technique and scenario-based learning in improving the peripheral intravenous catheterization skill levels of first-year nursing students. Participants will be randomly assigned to either the intervention group, receiving Jigsaw-based collaborative learning combined with clinical scenarios, or the control group receiving traditional skills training. The primary outcome is the improvement in students' clinical skill performance as measured by a standardized skill assessment checklist. The study seeks to determine whether innovative, active learning methods can enhance fundamental nursing skills training

Full description

This study aims to evaluate the effectiveness of a structured educational intervention based on the Jigsaw teaching technique combined with scenario-based clinical training on the skill performance of first-year nursing students. The study is designed as a randomized controlled experimental trial.

The intervention group will receive a structured education program that includes collaborative learning through the Jigsaw method, scenario-based skill practice, and guided feedback. The control group will receive standard skills laboratory training provided within the regular curriculum. All students will complete the same skill performance assessment before and after the intervention.

The primary objective of the study is to determine whether the combined Jigsaw and scenario-based educational approach improves students' practical skill performance compared to standard training. Secondary objectives include evaluating changes in students' self-confidence, engagement in the learning process, and satisfaction with the educational method.

The study will be conducted in a controlled laboratory environment, and all participants will be randomly assigned to the intervention or control group. The results are expected to contribute to the development of innovative and effective teaching strategies for fundamental nursing skills education.

Enrollment: 80 estimated patients

Sex: All

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Volunteering to participate in research
• To be a first-year Nursing student
• To be taking the Nursing Fundamentals-II course for the first time
• To be a smart phone or computerVolunteering to participate in resrs a day

Exclusion criteria

• Being a foreign national (due to the risk of having language problems)
• To have received high school and associate degree education in the field of Public health

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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80 participants in 2 patient groups

Jigsaw and Scenario-Based Training

Experimental group

Description:

Participants in this arm will receive training on peripheral intravenous catheter (PIVC) insertion using the Jigsaw cooperative learning method combined with scenario-based education. The training includes group-based learning, structured scenarios, skill demonstration, and supervised practice.

Treatment:

Behavioral: Jigsaw and Scenario-Based Training

Traditional Training

Active Comparator group

Description:

Participants in this arm will receive traditional/standard training for peripheral intravenous catheter (PIVC) insertion, including lecture-based instruction, demonstration, and supervised skills practice without Jigsaw or scenario-based components.

Treatment:

Behavioral: Traditional Training