The Effect of the Use of Jigsaw Technique on Nursing Students' Critical Article Reviews and Students' Opinions on the Technique- Quasi-Experimental Study

Duzce University

Status: Enrolling

Conditions: Students, Nursing; Education, Distance

Treatments: Behavioral: Jigsaw Technique

Study type: Interventional

Funder types: Other

Identifiers

NCT06339502

Duzce-U-merve0002

Details and patient eligibility

About

Studies have proven that the Jigsaw learning method, one of the innovative learning methods, is an effective educational learning tool for nursing students. For nursing education to be sufficient to provide students with the modern roles required by the profession, students must actively learn instead of a memorized undergraduate education. -Training programs should enable them to participate in the teaching process. One of these programs is cooperative learning methods. The jigsaw learning technique creates a contemporary learning model by creating a positive learning environment, individualizing students and developing a sense of responsibility. No scientific literature has been found regarding the effect of the Jigsaw learning method on teaching critical article reading skills in nursing research courses in nursing education. It is assumed that the data obtained in this study will contribute to the effect of critical article reading training given using the Jigsaw technique, one of the cooperative learning techniques in nursing education, on students' critical article reviews and opinions about the technique.

Full description

Studies have proven that the Jigsaw learning method, one of the innovative learning methods, is an effective educational learning tool for nursing students. For nursing education to be sufficient to provide students with the modern roles required by the profession, students must actively learn instead of a memorized undergraduate education. -Training programs should enable them to participate in the teaching process. One of these programs is cooperative learning methods. The jigsaw learning technique creates a contemporary learning model by creating a positive learning environment, individualizing students and developing a sense of responsibility. No scientific literature has been found regarding the effect of the Jigsaw learning method on teaching critical article reading skills in nursing research courses in nursing education. It is assumed that the data obtained in this study will contribute to the effect of critical article reading training given using the Jigsaw technique, one of the cooperative learning techniques in nursing education, on students' critical article reviews and opinions about the technique.

Aim: The purpose of the study is to determine the effect of using the Jigsaw technique on nursing students' critical article reviews and the student's opinions about the technique.

Method: This is a randomized-controlled experimental study. The study will be carried out in the Spring Semester of the 2023-2024 Academic Year, with the students who attend the Research in Nursing Course at the Nursing Department of the Faculty of Health Sciences of Düzce University. The universe is the students taking the Research in Nursing course (191 people). To obtain a statistically significant difference with a 5% significance level, 80% power, and an effect size of 0.50, a total of 144 individuals will be randomly selected, with the number of people in the experimental and control groups being 2:1. A coin toss will be used to determine the experimental and control groups, and students will be randomly assigned to the groups.

Data accumulation methods: In the study, descriptive features form, critical thinking disposition scale, Kolb's Learning Style Inventory, Self Directed Learning Skills Scales and Jigsaw Opinion Scale will be used as data

Pre-tests will be administered to the students in the control group and individual homework will be given to the students. They will be provided to analyze articles under the supervision of the researcher. Post-tests will be applied.

Students in the experimental group will be administered a pre-test. Students will be heterogeneously divided into eight groups according to their academic grade point average. The groups will consist of 7 people. Each student will be responsible for one of the 7 article sections. These sections are: 1) Title

• Abstract 2) Introduction 3) Method 4) Results 5) Discussion 6) Conclusion and Recommendations 7) Limitations - Resources. Within the group, it will be determined which member will be responsible for which article section. collection tools.

Enrollment: 144 estimated patients

Sex: All

Ages: 18 to 40 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Students must volunteer to participate in the study.

Exclusion criteria

• Students who decline to participate in the study
• Students who will not be able to participate in the application continuously

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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144 participants in 2 patient groups

Control group

No Intervention group

Description:

With the students in the control group, a standard individual article review will be conducted under the supervision of the instructor.

Experimental group

Experimental group

Description:

The students in the experimental group will be divided into 7 main groups of 7 students according to their academic grade point average. In these groups, each member will be responsible for one of the 7 sections of the article. Those who take the same section in the groups will unite to form expert groups and specialize by working on this section. Students will then return to their main groups and analyze an experimental article. From the groups presenting their reviews, a winner will be selected.

Treatment:

Behavioral: Jigsaw Technique