The Effect of Jigsaw Technique on Childhood Epileptic Seizure Management Knowledge and Attitudes of Nursing Students
- Conditions
- Nursing StudentJigsaw TechniqueEpilepsy in Children
- Interventions
- Other: Training method
- Registration Number
- NCT06400966
- Lead Sponsor
- Ege University
- Brief Summary
The aim of this study is to examine the effect of the education given to nursing students with the Jigsaw technique and traditional method on their knowledge and attitudes about childhood epileptic seizure management.
- Detailed Description
It is important for nursing students, future health professionals, to gain sufficient professional knowledge and positive attitudes about epileptic seizure management in order to improve the quality of care they provide to children with epilepsy. Studies emphasize that the nursing education curriculum should focus more on education regarding epilepsy and epileptic seizures, and that different educational methods should be used to positively develop nursing students' knowledge and attitudes towards patients with epilepsy. One of the collaborative learning methods used in nursing education is the Jigsaw technique. Jigsaw technique is a student-centered and collaborative learning method that improves knowledge, skills and attitudes in nursing education.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 89
- Volunteering to participate in the study
- Not attending trainings and not filling out data collection forms
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Experimental Training method Students in the Jigsaw technique group are divided into 5 home groups consisting of 8 people.Each student in the groups was randomly included to be an expert on a subject under 8 headings.In the home group, students assigned to different subject specializations were combined with students selected as experts in the same subject. This group was called the "expert group".The experts came together a week later, explained what they had learned on the common topic, discussed the topics they had taken notes while researching and reading in expert groups, and noted any additional points or missing parts they had learned. After completing their tasks in the expert groups, students returned to their home groups. They explained the information they learned in the expert group to each other in the home group, and as a home group, they brought together different topics and reported the main topic.
- Primary Outcome Measures
Name Time Method Childhood epilepsies and epileptic seizure management knowledge test scores Before and after training (Half an hour before training and within half an hour after training) It consists of 15 questions answered as Yes-No-I Don't Know. The count was analyzed as a percentage. There is no total score.
Epilepsy knowledge and attitude scale scores Before and after training (Half an hour before training and within half an hour after training) Epilepsy Knowledge and Attitude Scale consists of 16 items measuring knowledge about epilepsy and 14 items measuring attitude. For the knowledge scale, correct = 1, incorrect and no idea = 0. A high score indicates high knowledge. Responses regarding the attitude part of the scale; I strongly disagree = 5, I disagree = 4, I have no idea = 3, I agree = 2, and I completely agree = 1. Higher scores indicate a more positive attitude towards epilepsy.
- Secondary Outcome Measures
Name Time Method Students' self-confidence Before and after training (Half an hour before training and within half an hour after training) Students were determined based on self-report. It was answered as Yes or No.
Trial Locations
- Locations (1)
Ege University Faculty of Nursing
🇹🇷İzmir, Turkey