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

NCT06339502 | Recruiting

• 1 other identifier: Duzce-U-merve0002
• Study Type: interventional
• Target: 144
• Locations: 1 country
• Sites: 2

Brief Summary

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.

Conditions

Education, Distance; Students, Nursing

Outcome Measures

Primary Outcomes (3)

• Critical Thinking Disposition Scale

  Critical Thinking Disposition Scale: The scale was developed by Semerci in 2000. The scale consists of 49 items with 5 dimensions. Sub-themes of the scale are metacognition, flexibility, systematicity, tenacity-patience and open-mindedness. 14 of the items are in metacognition, 11 of these are in flexibility, 11 of these are in tenacity and patience, and 8 of these are in open-mindedness. The Cronbach Alpha coefficient of the CDTH is 0.96.

  28 to 30 days

• The Kolb Learning Style Inventory-III

  Although the expression changes were made to concretize the inventory, the last version of which was prepared in 1999, the important difference is in the evaluation and coding processes.In addition, in the final version of the scale, the style names were changed to "Decomposition", "Switching", "Assimilation" and "Accommodation". Kolb describes this change as "a small but important change".This difference comes to the fore during the interpretation of the scale. The scale includes 12 complementary items, as in the previous version. The four options in each item are scored between 1 and 4. The lowest score from the scale is 12, the highest score is 48.

  28 to 30 days

• Self Directed Learning Skills Scale

  The scale was developed by Tekkol and Demirel (2018). "Self-Directed Learning Skills Scale" consists of 21 items and four dimensions. Dimensions of the scale; named as motivation, self-monitoring, self-control and self-confidence.The Cronbach Alpha internal consistency coefficient was 0,895.

  28 to 30 days

Study Arms (2)

Control group

NO INTERVENTION

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

Experimental group

EXPERIMENTAL

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.

Behavioral: Jigsaw Technique

Interventions

Jigsaw Technique BEHAVIORAL

The jigsaw technique is one of the cooperative learning methods. A topic planned to be learned in the lesson is divided into sections and these sections are distributed to the students in the main group. Students who are responsible for the same sections in the groups combine to form expert groups and specialize by working on the subject. They then return to their main group to share their knowledge and make a presentation on the topic.

Experimental group

Eligibility Criteria

• Age: 18 Years - 40 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Students must volunteer to participate in the study.

You may not qualify if:

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

Sponsors & Collaborators

• Duzce University: lead

Study Sites (2)

Duzce University

Düzce, 81100, Turkey (Türkiye)

RECRUITING

Düzce University

Düzce, 81100, Turkey (Türkiye)

RECRUITING

Study Officials

• Merve Cakar, PhD

  Duzce University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Merve Cakar, PhD

CONTACT

5345401501; mervekaya1123@gmail.com

Nuriye Yıldırım Şişman, PhD

CONTACT

5325026650; nuriyeyildirim@duzce.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: March 25, 2024
• First Posted: April 1, 2024
• Study Start: March 22, 2024
• Primary Completion: April 22, 2025
• Study Completion: May 24, 2025
• Last Updated: July 3, 2024

Record last verified: 2024-07

Locations

TU (2)