The Effect of the Use of Jigsaw Technique on Nursing Students' Critical Article Reviews and Students' Opinions on the Technique
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 144
- 试验地点
- 4
- 主要终点
- Critical Thinking Disposition Scale
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 40 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students must volunteer to participate in the study.
排除标准
- •Students who decline to participate in the study
- •Students who will not be able to participate in the application continuously
研究组 & 干预措施
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.
干预措施: Jigsaw Technique (Behavioral)
Control group
With the students in the control group, a standard individual article review will be conducted under the supervision of the instructor.
结局指标
主要结局
Critical Thinking Disposition Scale
时间窗: 28 to 30 days
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.
The Kolb Learning Style Inventory-III
时间窗: 28 to 30 days
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.
Self Directed Learning Skills Scale
时间窗: 28 to 30 days
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.
次要结局
未报告次要终点