Jigsaw Technique, Nursing Education, Nursing Students, Wound Care
Conditions
Keywords
Jigsaw IV, Nursing students, Wound care, Collaboration, Motivation
Brief summary
This study aims to investigate the effects of wound care education given with the jigsaw IV learning technique on the knowledge, collaborative learning and motivation levels of nursing students. Second-year nursing students will be divided into two groups with simple randomization. The intervention group will be given a wound care training program with the jigsaw IV technique. The control group will be given wound care training with traditional education. Pre-test data will be collected before the training and post-test data will be collected after the training.
Interventions
OTHERIntervention Group-Jigsaw IV technique
Wound care training with the Jigsaw IV technique method
OTHERControl Group-Traditional methods
Wound care training with traditional methods
Sponsors
Agri Ibrahim Cecen University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
TRIPLE (Subject, Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Not having taken a wound care education before * Willing to participate in the study voluntarily
Exclusion criteria
* Being a nurse who graduated from secondary school and working in the clinic, * Having previously established an associate degree program related to health, * Not participating in theoretical lessons, demonstrations and group work, - The student wants to withdraw from the research at any stage, * Not filling out the data collection forms or filling them incompletely.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Wound Care Knowledge Score | At Baseline, immediately after the training intervention | The participants' knowledge about wound care will be assessed using a pre-designed knowledge test that measures essential topics such as wound assessment, infection control, dressing types, and aseptic techniques. The knowledge test will be administered immediately before and after the educational interventions. The change in scores will indicate the effectiveness of the training methods. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Collaborative Learning Level | At Baseline, immediately after the training intervention | The Collaborative Learning Scale will be used to measure students' ability to work in teams, engage in peer discussions, and share knowledge. This scale consists of Likert-type items assessing group interactions, peer collaboration, and group responsibility. A higher scale score indicates a higher level of cooperative learning. The scale will be administered immediately before and immediately after the training intervention. |
| Change in Academic Motivation Level | At Baseline, immediately after the training intervention | Academic motivation will be assessed using the Academic Motivation Scale. This scale measures intrinsic and extrinsic motivation factors. A higher scale score indicates a higher level of academic motivation. The academic motivation scale will be administered immediately before and immediately after the training intervention. |
Contacts
Primary ContactTUGCE KABAK SOLAK, RESEARCH ASSİSTANT
Outcome results
None listed