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The effect of wound care education based on the Jigsaw IV learning technique on nursing students' knowledge,
Tuğçe Kabak Solak1, Üzeyir Solak1, Afife Yurttaş2
1Nursing Department, Agri Ibrahim Cecen University, Agri, Turkey.
Aim:
This study aimed to examine the effect of wound care education based on the Jigsaw IV learning technique on nursing students' knowledge, collaborative learning attitudes and motivation.
Background:
Active learning strategies are essential for linking theory to clinical competence. Jigsaw IV promotes accountability, peer collaboration and engagement, offering advantages over traditional lecture-based approaches, particularly in complex skill areas such as wound care.
Design:
A randomized controlled trial.
Methods:
The study was conducted with undergraduate nursing students (n = 87) enrolled in a wound care course. Participants were randomly assigned to an experimental or control group. Data were collected using the Wound Care Knowledge Test, the Collaborative Learning Scale and the Academic Motivation Scale before and after the intervention. Analyses included descriptive statistics, t-tests and regression models.
Results:
The experimental group demonstrated higher post-test wound care knowledge (t = -9.487, p < .001) and greater increases in intrinsic motivation-'to know,' 'to accomplish,' and 'to experience stimulation'-as well as identified regulation (p < .05). They also showed significantly lower amotivation compared with the control group (t = -2.485, p = .017). Regression analyses confirmed that Jigsaw IV predicted post-test knowledge (β=.353, p = .010) and intrinsic motivation subdimensions (β=.273-.301, p < 0.01).
Conclusion:
The Jigsaw IV technique significantly enhanced knowledge acquisition and intrinsic motivation while reducing amotivation. These findings suggest that integrating this technique into skills-based courses, including wound care, may strengthen both cognitive and emotional learning outcomes and represents a promising evidence-based strategy for preparing competent nursing students.
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