Jigsaw Cooperative Learning for Pediatric Pain Education in Undergraduate Nursing Students

Overview

Background Despite growing evidence supporting active learning methodologies in nursing education, limited evidence is available regarding the effectiveness of the Jigsaw cooperative learning technique in improving undergraduate nursing students' competencies in pediatric pain management. Objective To evaluate whether the Jigsaw cooperative learning method improves nursing students' knowledge and attitudes regarding pediatric pain management compared with traditional lecture-based education. Methods This multicenter, parallel-group randomized controlled trial will be conducted among third-year undergraduate nursing students from the University of Perugia and Unilink University (Italy). Participants will be randomly allocated (1:1) to either a Jigsaw-based educational intervention or traditional lecture-based teaching. Knowledge and attitudes will be assessed using the Italian validated Pediatric Nurses' Knowledge and Attitudes Survey Regarding Pain (PNKAS) at baseline (T0), immediately after the intervention (T1), and 30 days later (T2). Student satisfaction will also be evaluated using a Visual Analogue Scale (VAS).

This multicenter randomized controlled trial aims to evaluate the effectiveness of the Jigsaw cooperative learning technique in undergraduate nursing education. Participants will be recruited from two Italian universities offering undergraduate nursing programs. Following written informed consent, eligible participants will complete baseline assessment using the Italian validated Pediatric Nurses' Knowledge and Attitudes Survey Regarding Pain (PNKAS). Participants will then be randomized (1:1), using computer-generated block randomization stratified by study site, to either: Jigsaw cooperative learning Traditional lecture-based education Both groups will receive identical educational content concerning pediatric pain management. The intervention will last two weeks with approximately five hours of structured educational activities. Outcome assessments will be performed immediately after the intervention (T1) and at 30-day follow-up (T2). The primary endpoint will be the total PNKAS score immediately after the intervention. Secondary outcomes include knowledge retention, longitudinal score changes, effect size estimation, and student satisfaction.