The Jigsaw Technique in Nursing Education

NCT ID: NCT05459480

Last Updated: 2023-04-11

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 72 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2020-11-24
• Study Completion Date: 2022-07-05

Brief Summary

Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors. Prior to the application, data collection tools were applied to the intervention and control groups as a pre-test.

Detailed Description

Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors.

Intervention Group; Starting from the week following the pre-test application, online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week, for the intervention group. In the first week, 6 subgroups of 6 people were created. Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group, and the course documents were shared with the students.

In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. A responsible student was determined for each main group, names were given to the groups. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In these groups, the students shared their course information and studied the subject by exchanging ideas to explain the subject they were working on to their friends. In the third and fourth weeks, expert groups continued their studies to reinforce the subject.

In the fifth and sixth groups, the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups. In the intervention group, the instructor only fulfilled the role of a guide and explained subjects that the students had difficulties understanding. At the end of the six weeks, the learning motivation and self-confidence scales were re-administered as a post-test. In addition, an academic achievement test was applied.

Control Group; The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group.

Conditions

Nursing Student; Education

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: SINGLE

Study Groups

Intervention Group

Online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week. In the first week, 6 subgroups of 6 people were created.

Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group.

In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In the third and fourth weeks, expert groups continued their studies to reinforce the subject.

In the fifth and sixth group the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups.

Group Type: EXPERIMENTAL

the jigsaw technique in web-based distance education

Intervention Type: OTHER

The online training for the intervention group continued for a total of 6 weeks according to the jigsaw technique.

Control Group

The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group. In addition, an academic achievement test was applied.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

the jigsaw technique in web-based distance education

The online training for the intervention group continued for a total of 6 weeks according to the jigsaw technique.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Having volunteered to participate in the study
• Being a first-year nursing student
• Taking the course diagnostics of health

Exclusion Criteria

• Not having volunteered to participate in the study

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Suleyman Demirel University

OTHER

Sponsor Role: lead

Responsible Party

Ayşe Aydınlı

RN,PhD

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Esin Çetinkaya Uslusoy

Role: STUDY_CHAIR

Suleyman Demirel University

Locations

Suleyman Demirel University

Isparta, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

References

Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:35-40. doi: 10.1016/j.nedt.2019.05.022. Epub 2019 May 11.

Reference Type: BACKGROUND

PMID: 31102795 (View on PubMed)

Leyva-Moral JM, Riu Camps M. Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today. 2016 May;40:78-83. doi: 10.1016/j.nedt.2016.02.017. Epub 2016 Feb 24.

Reference Type: BACKGROUND

PMID: 27125153 (View on PubMed)

Eycan O, Ulupinar S. Nurse instructors' perception towards distance education during the pandemic. Nurse Educ Today. 2021 Dec;107:105102. doi: 10.1016/j.nedt.2021.105102. Epub 2021 Aug 18.

Reference Type: BACKGROUND

PMID: 34482209 (View on PubMed)

Singh HK, Joshi A, Malepati RN, Najeeb S, Balakrishna P, Pannerselvam NK, Singh YK, Ganne P. A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India. Nurse Educ Today. 2021 Apr;99:104796. doi: 10.1016/j.nedt.2021.104796. Epub 2021 Feb 6.

Reference Type: BACKGROUND

PMID: 33607513 (View on PubMed)

Other Identifiers

SuleymanDUn

Identifier Type: -

Identifier Source: org_study_id