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

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

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.

Study Overview

• Status: Not yet recruiting
• Conditions: Students, Nursing; Education, Distance
• Intervention / Treatment: Behavioral: Jigsaw Technique

Detailed Description

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.

Aim: The purpose of the study is to determine the effect of using the Jigsaw technique on nursing students' critical article reviews and the student's opinions about the technique.

Method: This is a randomized-controlled experimental study. The study will be carried out in the Spring Semester of the 2023-2024 Academic Year, with the students who attend the Research in Nursing Course at the Nursing Department of the Faculty of Health Sciences of Düzce University. The universe is the students taking the Research in Nursing course (191 people). To obtain a statistically significant difference with a 5% significance level, 80% power, and an effect size of 0.50, a total of 144 individuals will be randomly selected, with the number of people in the experimental and control groups being 2:1. A coin toss will be used to determine the experimental and control groups, and students will be randomly assigned to the groups.

Data accumulation methods: In the study, descriptive features form, critical thinking disposition scale, Kolb's Learning Style Inventory, Self Directed Learning Skills Scales and Jigsaw Opinion Scale will be used as data

Pre-tests will be administered to the students in the control group and individual homework will be given to the students. They will be provided to analyze articles under the supervision of the researcher. Post-tests will be applied.

Students in the experimental group will be administered a pre-test. Students will be heterogeneously divided into eight groups according to their academic grade point average. The groups will consist of 7 people. Each student will be responsible for one of the 7 article sections. These sections are: 1) Title

- Abstract 2) Introduction 3) Method 4) Results 5) Discussion 6) Conclusion and Recommendations 7) Limitations - Resources. Within the group, it will be determined which member will be responsible for which article section. collection tools.

• Study Type: Interventional
• Enrollment (Estimated): 144
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Merve Cakar, PhD; Phone Number: 5345401501; Email: mervekaya1123@gmail.com
• Study Contact Backup: Name: Nuriye Yıldırım Şişman, PhD; Phone Number: 5325026650; Email: nuriyeyildirim@duzce.edu.tr

Study Locations

• Turkey
  • Duzce, Turkey, 81100
    • Duzce University
    • Contact: Atiye Erbaş, PhD; Email: atiyeerbas@duzce.edu.tr

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Students must volunteer to participate in the study.

Exclusion Criteria:

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

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
No Intervention: Control group; With the students in the control group, a standard individual article review will be conducted under the supervision of the instructor.
Experimental: Experimental group; 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; 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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
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

Collaborators and Investigators

• Sponsor: Duzce University
• Investigators: Principal Investigator: Merve Cakar, PhD, Duzce University

Study record dates

Study Major Dates

• Study Start (Estimated): March 22, 2024
• Primary Completion (Estimated): April 22, 2024
• Study Completion (Estimated): May 24, 2024

Study Registration Dates

• First Submitted: March 25, 2024
• First Submitted That Met QC Criteria: March 25, 2024
• First Posted (Actual): April 1, 2024

Study Record Updates

• Last Update Posted (Actual): April 1, 2024
• Last Update Submitted That Met QC Criteria: March 25, 2024
• Last Verified: February 1, 2024

More Information

Terms related to this study

• Other Study ID Numbers: Duzce-U-merve0002

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No