Clinical Skills Training, Nursing Education
Conditions
Keywords
jigsaw, scenario-based training, skills training, nurse, intravenous catheter
Brief summary
This randomized controlled experimental study aims to evaluate the effectiveness of a training program based on the Jigsaw teaching technique and scenario-based learning in improving the peripheral intravenous catheterization skill levels of first-year nursing students. Participants will be randomly assigned to either the intervention group, receiving Jigsaw-based collaborative learning combined with clinical scenarios, or the control group receiving traditional skills training. The primary outcome is the improvement in students' clinical skill performance as measured by a standardized skill assessment checklist. The study seeks to determine whether innovative, active learning methods can enhance fundamental nursing skills training
Detailed description
This study aims to evaluate the effectiveness of a structured educational intervention based on the Jigsaw teaching technique combined with scenario-based clinical training on the skill performance of first-year nursing students. The study is designed as a randomized controlled experimental trial. The intervention group will receive a structured education program that includes collaborative learning through the Jigsaw method, scenario-based skill practice, and guided feedback. The control group will receive standard skills laboratory training provided within the regular curriculum. All students will complete the same skill performance assessment before and after the intervention. The primary objective of the study is to determine whether the combined Jigsaw and scenario-based educational approach improves students' practical skill performance compared to standard training. Secondary objectives include evaluating changes in students' self-confidence, engagement in the learning process, and satisfaction with the educational method. The study will be conducted in a controlled laboratory environment, and all participants will be randomly assigned to the intervention or control group. The results are expected to contribute to the development of innovative and effective teaching strategies for fundamental nursing skills education.
Interventions
BEHAVIORALJigsaw and Scenario-Based Training
A structured educational program combining the Jigsaw cooperative learning method with scenario-based training to improve peripheral intravenous catheter (PIVC) insertion skills. Training includes group-based learning, scenario discussions, skill demonstration, and supervised practice.
BEHAVIORALTraditional Training
Standard instructional approach including lecture-based teaching, demonstration, and supervised practice for peripheral intravenous catheter (PIVC) insertion, without Jigsaw or scenario-based components.
Sponsors
Cumhuriyet University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants are assigned to either the intervention group or the control group in a parallel design to compare the effects of a structured educational approach on clinical skill performance
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Volunteering to participate in research * To be a first-year Nursing student * To be taking the Nursing Fundamentals-II course for the first time * To be a smart phone or computerVolunteering to participate in resrs a day
Exclusion criteria
* Being a foreign national (due to the risk of having language problems) * To have received high school and associate degree education in the field of Public health
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Laboratory and Clinical Skills Assessment Form for Peripheral Intravenous Catheter Placement Skills | Immediately post-intervention | This form was prepared by researchers in accordance with the relevant literature to observe the development levels of students' primary and secondary clinical skills training (PCS) application skills during laboratory and clinical skills training, based on Benner's theorem, and to objectively, safely, accurately, and systematically evaluate the acquired skills. The form will be evaluated based on a total score derived from the individual scoring of each item. Each item will be weighted as follows: 2 points for correctly performed items, 1 point for partially performed items, and 0 points for no correct action performed, with a maximum total score of 70 and a minimum score of 0. Before the PCS-LKBDF application, expert opinions will be obtained from 10 faculty members working in the Department of Nursing nationwide, and content validity, item discrimination, and item difficulty analysis will be performed on 10 students participating in the pilot application by a statistician. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Peripheral Intravenous Catheter Insertion Knowledge Test | Immediately post-intervention | This test, prepared by researchers, consists of 20 questions aligned with the course content of the IV medication and infusion administration unit, current articles available in the field, national and international (Practice Guidelines and nationally recognized nursing textbooks), and the objectives and goals of the course. Each correct answer is worth 5 points, and the total score obtainable from this knowledge test is 100. A higher score on this knowledge test will be considered an indication of increased success in the subject. Before the PIVK-BT test is administered, expert opinions will be obtained from 10 faculty members working in Nursing Departments nationwide, and content validity, item discrimination, and item difficulty analysis will be performed on 10 students participating in the pilot study by an independent statistician. |
Countries
Turkey (Türkiye)
Contacts
CONTACTAyşe ULUÇAY HAMARAT, Lecturer, PhD Student
STUDY_CHAIRŞerife KARAGÖZOĞLU, PhD, Professor
Cumhuriyet University
Outcome results
None listed