The Effect of Jigsaw Technique Used in Critical Article Review Given by Distance Education on Critical Thinking Disposition and Communication Skills of Nursing Students - Quasi-Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 112
- 试验地点
- 2
- 主要终点
- Critical Thinking Disposition
研究概览
简要总结
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.
Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.
详细描述
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.
Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.
Method: This is a quasi-experimental study. The study will be carried out in the Spring Semester of the 2022-2023 Academic Year, with the students who attend the Research in Nursing Course with distance education at the Nursing Department of the Faculty of Health Sciences of Duzce University. The study is planned to comprise 112 students, 56 students in each group, taking into account possible losses. The sample was calculated using the G*Power 3.1.9.7 programme.
Data accumulation methods: In the study, descriptive features form, critical thinking disposition scale and communication skills scale will be used as data collection tools.
Pre-tests will be administered to the students in the control group after the theoretical part of the course is over. Individual homework will be given to the students and 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
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- None
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
Control group
With the students in the control group, a standard individual article review will be conducted under the supervision of the instructor.
Experimental group
The students in the experimental group will be divided into 8 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 and a prize will be awarded.
干预措施: Jigsaw Technique (Behavioral)
结局指标
主要结局
Critical Thinking Disposition
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-patience, and 8 of these are in open-mindedness. Scale defines how students perceive interpretation, analysis, inference, and evaluation from a reasoned point of view. The evaluation of the scale is performed over each sub-scale and the total score of the scale. Cronbach Alpha coefficient of the Critical Thinking Disposition is 0.96.
Communication Skills
时间窗: 28 to 30 days
The Communication Skills Scale helps to determine the communication skills of the students. Scale items centred on the factors of "competence", "discouragement", "body language" and "dignification" factors and there were 36 items in total. The lowest score that can be obtained from the entire scale is 36 and the highest score is 180. In the sub-dimensions of the scale, the lowest score that can be obtained from the competence dimension is 12, the highest score is 60; The lowest score that can be obtained from the disability dimension is 13, and the highest score is 65; The lowest score that can be obtained from the body language dimension is 5, the highest score is 25; The lowest score that can be obtained from the valuing dimension is 6 and the highest score is 30 points. It can be concluded that as the scores obtained from the scale increase, the level of communication skills also increases. Cronbach's alpha coefficient of the scale is 0.89.
次要结局
未报告次要终点