Comparing the effectiveness of Jigsaw and Audience Response System on patient safety competency in nursing students:...

To compare the effectiveness of Jigsaw and Audience Response System (ARS) on patient safety competency in final-year nursing students.

Patient safety is a critical aspect of healthcare education, yet many nursing students are not adequately qualified in this area, requiring advanced educational approaches.

A quasi-experimental study with three groups and repeated measures at baseline, immediately post-intervention and at three-month follow-up.

112 final-year nursing students were assigned to Jigsaw, ARS, or control groups, receiving identical content via distinct teaching methods. Patient safety competency was assessed using the Health Professional Education in Patient Safety Survey (H-PEPSS) questionnaire at three time points: before the intervention, immediately after and three months later. Data were analyzed using generalized estimating equations (GEE) in STATA version 14.2.

The ARS significantly improved patient safety competence immediately after the intervention (p = 0.020*, d = 0.48) and its effectiveness declined slightly at three months (p = 0.045*, d=0.44). In contrast, the Jigsaw method, which included peer assessment, had no significant immediate effect (p = 0.134) but showed a significant increase in competence at three-month follow-up (p < 0.001*, d = 0.99).

Using ARS for rapid gains and Jigsaw for sustained learning offers an effective approach to optimizing patient safety training.