Puzzle-Assisted Learning IV: Information Retention and Motivation

Aydin Adnan Menderes University81 enrolled

Overview

This study aims to evaluate the effect of puzzle-based education on nursing students' knowledge level, knowledge retention, and learning motivation regarding safe intravenous therapy practices. Intravenous therapy is a common but complex clinical procedure that requires accurate knowledge and skills to ensure patient safety. Traditional teaching methods may not always be sufficient to support long-term learning and student motivation. Therefore, this study uses an interactive, game-based learning approach by integrating puzzles into the education process. Nursing students are randomly assigned to either a puzzle-based learning group or a traditional education group. The study seeks to determine whether game-based learning improves learning outcomes compared to conventional teaching methods.

Study Type

OBSERVATIONAL

Enrollment

Conditions

Safe Intravenous Therapy Practices in Nursing Students

Interventions

Puzzle-based intravenous therapy educationBEHAVIORAL

This intervention uses puzzle-based learning activities to teach safe intravenous therapy practices to nursing students. The puzzles are designed to reinforce knowledge, improve retention, and increase motivation compared to traditional teaching methods.

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Be a 3rd-year undergraduate nursing student * Fully participate in the Safe Intravenous Therapy Practices training * Be willing to participate in the study Exclusion Criteria: * Being unable to regularly attend the training sessions due to academic leave, health problems, or personal reasons

Outcomes

Primary Outcomes

Intravenous Therapy Knowledge Score

Knowledge regarding safe intravenous therapy practices assessed using a researcher-developed multiple-choice questionnaire. Higher scores indicate better knowledge.

Time frame: Baseline, 1 week after completion of the intervention, and 4 weeks after completion of the intervention

Learning Motivation Score

Learning motivation assessed using the Instructional Materials Motivation Survey (IMMS) and the Instructional Materials Motivation Scale (IMMS-SU). Higher scores indicate greater learning motivation.

Time frame: 1 week after completion of the intervention

Secondary Outcomes

Knowledge Retention Score

Retention of knowledge regarding safe intravenous therapy practices assessed using the researcher-developed questionnaire. Higher scores indicate better knowledge retention.

Time frame: 4 weeks after completion of the intervention