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

NCT06400966 | Completed

• 1 other identifier: 1919B012202144
• Study Type: interventional
• Target: 89
• Locations: 1 country
• Sites: 1

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.

Conditions

Jigsaw Technique; Epilepsy in Children; Nursing Student

Outcome Measures

Primary Outcomes (2)

• Childhood epilepsies and epileptic seizure management knowledge test scores

  It consists of 15 questions answered as Yes-No-I Don't Know. The count was analyzed as a percentage. There is no total score.

  Before and after training (Half an hour before training and within half an hour after training)

• Epilepsy knowledge and attitude scale scores

  Epilepsy Knowledge and Attitude Scale consists of 16 items measuring knowledge about epilepsy and 14 items measuring attitude. For the knowledge scale, correct = 1, incorrect and no idea = 0. A high score indicates high knowledge. Responses regarding the attitude part of the scale; I strongly disagree = 5, I disagree = 4, I have no idea = 3, I agree = 2, and I completely agree = 1. Higher scores indicate a more positive attitude towards epilepsy.

  Before and after training (Half an hour before training and within half an hour after training)

Secondary Outcomes (1)

• Students' self-confidence

  Before and after training (Half an hour before training and within half an hour after training)

Study Arms (2)

Experimental

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.

Other: Training method

Traditional education group

NO INTERVENTION

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.

Interventions

Training method OTHER

Jigsaw Technique

Also known as: Jigsaw Technique

Experimental

Eligibility Criteria

• Age: 20 Years - 23 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Volunteering to participate in the study

You may not qualify if:

• Not attending trainings and not filling out data collection forms

Sponsors & Collaborators

• Ege University: lead

Study Sites (1)

Ege University Faculty of Nursing

Izmir, 35100, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assoc. Prof

Model Details: The population of the research consisted of 173 3rd grade students who participated in the Child Health and Disease Nursing practice in the 2022-2023 academic year.

Study Record Dates

• First Submitted: April 27, 2024
• First Posted: May 6, 2024
• Study Start: November 2, 2022
• Primary Completion: November 2, 2023
• Study Completion: March 20, 2024
• Last Updated: May 6, 2024

Record last verified: 2024-05

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)