The Effect of Jigsaw Technique on Childhood Epileptic Seizure Management Knowledge and Attitudes of Nursing Students

NCT ID: NCT06400966

Last Updated: 2024-05-06

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 89 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2022-11-02
• Study Completion Date: 2024-03-20

Brief Summary

The aim of this study is to examine the effect of the education given to nursing students with the Jigsaw technique and traditional method on their knowledge and attitudes about childhood epileptic seizure management.

Detailed Description

It is important for nursing students, future health professionals, to gain sufficient professional knowledge and positive attitudes about epileptic seizure management in order to improve the quality of care they provide to children with epilepsy. Studies emphasize that the nursing education curriculum should focus more on education regarding epilepsy and epileptic seizures, and that different educational methods should be used to positively develop nursing students' knowledge and attitudes towards patients with epilepsy. One of the collaborative learning methods used in nursing education is the Jigsaw technique. Jigsaw technique is a student-centered and collaborative learning method that improves knowledge, skills and attitudes in nursing education.

Conditions

Jigsaw Technique; Epilepsy in Children; Nursing Student

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: SUPPORTIVE_CARE
• Blinding Strategy: NONE

Study Groups

Experimental

Students in the Jigsaw technique group are divided into 5 home groups consisting of 8 people.Each student in the groups was randomly included to be an expert on a subject under 8 headings.In the home group, students assigned to different subject specializations were combined with students selected as experts in the same subject. This group was called the "expert group".The experts came together a week later, explained what they had learned on the common topic, discussed the topics they had taken notes while researching and reading in expert groups, and noted any additional points or missing parts they had learned. After completing their tasks in the expert groups, students returned to their home groups. They explained the information they learned in the expert group to each other in the home group, and as a home group, they brought together different topics and reported the main topic.

Group Type: EXPERIMENTAL

Training method

Intervention Type: OTHER

Jigsaw Technique

Traditional education group

Students in the traditional education group were given training by the researchers with a powerpoint presentation. Students are divided into 5 groups of 8 people. Training was given in 3 sessions for each group, for a total of 15 sessions. The training duration was 45 minutes for each session (one lesson hour).During the training, a projector, training slides and training videos on seizure types were used. Direct explanation and question-answer techniques were used in the training.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Training method

Jigsaw Technique

Intervention Type: OTHER

Other Intervention Names

Jigsaw Technique

Eligibility Criteria

Inclusion Criteria

• Volunteering to participate in the study

Exclusion Criteria

• Not attending trainings and not filling out data collection forms

• Minimum Eligible Age: 20 Years
• Maximum Eligible Age: 23 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Ege University

OTHER

Sponsor Role: lead

Responsible Party

Ayşe Kahraman

Assoc. Prof

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Ege University Faculty of Nursing

Izmir, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

1919B012202144

Identifier Type: -

Identifier Source: org_study_id