Education Nursing
Conditions
Keywords
Nursing education, puzzle, academic achievement, motivation, randomized controlled trial
Brief summary
Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course. Research Questions: 1. Does the use of puzzles in nursing education improve students' academic achievement? 2. Does the use of puzzles enhance students' motivation towards instructional materials?
Detailed description
There are minimal studies on the use of puzzles in the literature. On the other hand, the importance of using puzzles as a teaching technique in education is increasing daily. This study evaluated the effect of using puzzles as a teaching technique in a nursing practice course. Despite the increasing importance of using puzzles in education, the limited research in nursing education shows the gap in this field. Especially with this technique, the student's knowledge level is expected to increase, and learning will be permanent in a critically important course in which nursing practices are taught. On the other hand, learning will become fun using the puzzle.
Interventions
BEHAVIORALPuzzle education group
It was evaluated the effect of using puzzles as a teaching technique in a nursing practice course.
Sponsors
Tarsus University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Volunteering to participate in the research * Being 18 years of age or older * Being a first year student * Taking the Basic Concepts and Philosophy in Nursing course for the first time * Not being a student who came via horizontal or vertical transfer * Not having taken Roper Logan and Tierney's Life Model for Life Activities course * Not having been absent on the dates when the research data will be collected
Exclusion criteria
* Not volunteering to participate in the research * Being under 18 years old * Not being a first year student * Being a student who came via horizontal or vertical transfer * Being a health vocational high school graduate * Being a student in the intervention group who did not solve the puzzles * Being a student in the control group who reached the puzzle booklet and were found to have solved the puzzles.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Personal Information Form | 10 minutes | This form was prepared by the researchers in line with the literature and includes questions questioning the demographic characteristics of the students such as age, gender, socioeconomic level, etc. This form was used before the training. |
| Achievement Test 1 | 20 minutes | It consists of 25 multiple choice questions on the topic of Roper, Logan, and Tierney's Life Model for Life Activities. This form was used before the training. |
| Motivation Scale for Instructional Material | 10 minutes | It was used to measure motivations regarding instructional material. The scale was a 33-item, 5-point Likert type. The highest score that was obtained from the entire scale was 165, and the lowest score was 33. This form was used before and after the training. |
| Achievement Test 2 | 20 minutes | It consists of 25 multiple choice questions on the topic of Roper, Logan, and Tierney's Life Model for Life Activities. This form was used after the training. |
Countries
Turkey (Türkiye)
Outcome results
None listed