The Effect of Wound Care Education Using the Jigsaw IV Learning Technique on Nursing Students' Knowledge, Collaborative Learning, and Academic Motivation

N/ANot Yet RecruitingNCT06961656

Agri Ibrahim Cecen University100 enrolled

Overview

This study aims to investigate the effects of wound care education given with the jigsaw IV learning technique on the knowledge, collaborative learning and motivation levels of nursing students. Second-year nursing students will be divided into two groups with simple randomization. The intervention group will be given a wound care training program with the jigsaw IV technique. The control group will be given wound care training with traditional education. Pre-test data will be collected before the training and post-test data will be collected after the training.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

TRIPLE

Enrollment

100

Conditions

Nursing Students Nursing Education Jigsaw Technique Wound Care

Interventions

Eligibility

Sex: ALLMin age: 18 Years

Medical Language ↔ Plain English

Inclusion Criteria: * Not having taken a wound care education before * Willing to participate in the study voluntarily Exclusion Criteria: * Being a nurse who graduated from secondary school and working in the clinic, * Having previously established an associate degree program related to health, * Not participating in theoretical lessons, demonstrations and group work, - The student wants to withdraw from the research at any stage, * Not filling out the data collection forms or filling them incompletely.

Outcomes

Primary Outcomes

Change in Wound Care Knowledge Score

The participants' knowledge about wound care will be assessed using a pre-designed knowledge test that measures essential topics such as wound assessment, infection control, dressing types, and aseptic techniques. The knowledge test will be administered immediately before and after the educational interventions. The change in scores will indicate the effectiveness of the training methods.

Time frame: At Baseline, immediately after the training intervention

Secondary Outcomes

Change in Collaborative Learning Level

The Collaborative Learning Scale will be used to measure students' ability to work in teams, engage in peer discussions, and share knowledge. This scale consists of Likert-type items assessing group interactions, peer collaboration, and group responsibility. A higher scale score indicates a higher level of cooperative learning. The scale will be administered immediately before and immediately after the training intervention.

Time frame: At Baseline, immediately after the training intervention

Change in Academic Motivation Level

Academic motivation will be assessed using the Academic Motivation Scale. This scale measures intrinsic and extrinsic motivation factors. A higher scale score indicates a higher level of academic motivation. The academic motivation scale will be administered immediately before and immediately after the training intervention.

Time frame: At Baseline, immediately after the training intervention

The Effect of Wound Care Education Using the Jigsaw IV Learning Technique on Nursing Students' Knowledge, Collaborative Learning, and Academic Motivation

Overview

Conditions

Interventions

Eligibility

Outcomes

Primary Outcomes

Secondary Outcomes

Central Contacts