The Effect of Jigsaw Technique on Childhood Epileptic Seizure Management Knowledge and Attitudes of Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 89
- 试验地点
- 1
- 主要终点
- Childhood epilepsies and epileptic seizure management knowledge test scores
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- None
入排标准
- 年龄范围
- 20 Years 至 23 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Volunteering to participate in the study
排除标准
- •Not attending trainings and not filling out data collection forms
研究组 & 干预措施
Experimental
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.
干预措施: Training method (Other)
Traditional education group
Students in the traditional education group were given training by the researchers with a powerpoint presentation. Students are divided into 5 groups of 8 people. Training was given in 3 sessions for each group, for a total of 15 sessions. The training duration was 45 minutes for each session (one lesson hour).During the training, a projector, training slides and training videos on seizure types were used. Direct explanation and question-answer techniques were used in the training.
结局指标
主要结局
Childhood epilepsies and epileptic seizure management knowledge test scores
时间窗: 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
时间窗: 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.
次要结局
- Students' self-confidence(Before and after training (Half an hour before training and within half an hour after training))