The Effect of Benner's Jigsaw Teaching Technique Based on the Novice to Expert Model and Scenario-Based Peripheral Intravenous Catheterization Instruction on Skill Acquisition of Nursing Students: An Experimental Study.

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.