Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course. Research Questions: 1. Does the use of puzzles in nursing education improve students' academic achievement? 2. Does the use of puzzles enhance students' motivation towards instructional materials?
There are minimal studies on the use of puzzles in the literature. On the other hand, the importance of using puzzles as a teaching technique in education is increasing daily. This study evaluated the effect of using puzzles as a teaching technique in a nursing practice course. Despite the increasing importance of using puzzles in education, the limited research in nursing education shows the gap in this field. Especially with this technique, the student's knowledge level is expected to increase, and learning will be permanent in a critically important course in which nursing practices are taught. On the other hand, learning will become fun using the puzzle.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
DOUBLE
Enrollment
70
It was evaluated the effect of using puzzles as a teaching technique in a nursing practice course.
Tarsus University
Mersin, Tarsus, Turkey (Türkiye)
Personal Information Form
This form was prepared by the researchers in line with the literature and includes questions questioning the demographic characteristics of the students such as age, gender, socioeconomic level, etc. This form was used before the training.
Time frame: 10 minutes
Achievement Test 1
It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used before the training.
Time frame: 20 minutes
Motivation Scale for Instructional Material
It was used to measure motivations regarding instructional material. The scale was a 33-item, 5-point Likert type. The highest score that was obtained from the entire scale was 165, and the lowest score was 33. This form was used before and after the training.
Time frame: 10 minutes
Achievement Test 2
It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used after the training.
Time frame: 20 minutes
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