• The effect of wound care educa...

Treffer: The effect of wound care education based on the Jigsaw IV learning technique on nursing students' knowledge, collaborative learning and motivation: A randomized controlled trial.

Title:
The effect of wound care education based on the Jigsaw IV learning technique on nursing students' knowledge, collaborative learning and motivation: A randomized controlled trial.
Authors:
Kabak Solak T; Nursing Department, Agri Ibrahim Cecen University, Agri, Turkey. Electronic address: tkabak@agri.edu.tr., Solak Ü; Nursing Department, Agri Ibrahim Cecen University, Agri, Turkey. Electronic address: usolak@agri.edu.tr., Yurttaş A; Nursing Department, Ataturk University, Erzurum, Turkey. Electronic address: afife.yurttas@atauni.edu.tr.
Source:
Nurse education in practice [Nurse Educ Pract] 2026 Jan; Vol. 90, pp. 104677. Date of Electronic Publication: 2025 Dec 18.
Publication Type:
Journal Article; Randomized Controlled Trial
Language:
English
Journal Info:
Publisher: Elsevier Ltd Country of Publication: Scotland NLM ID: 101090848 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5223 (Electronic) Linking ISSN: 14715953 NLM ISO Abbreviation: Nurse Educ Pract Subsets: MEDLINE
Imprint Name(s):
Publication: [Edinburgh] : Elsevier Ltd.
Original Publication: [Edinburgh] : Churchill Livingstone,
MeSH Terms:
Students, Nursing*/psychology , Students, Nursing*/statistics & numerical data , Motivation* , Problem-Based Learning*/methods , Cooperative Behavior* , Wounds and Injuries*/nursing, Humans ; Education, Nursing, Baccalaureate/methods ; Female ; Male ; Clinical Competence/standards ; Educational Measurement/methods ; Adult ; Health Knowledge, Attitudes, Practice ; Young Adult ; Surveys and Questionnaires
Contributed Indexing:
Keywords: Jigsaw IV technique; Motivation; Nursing students; Randomized controlled trial; Wound care
Entry Date(s):
Date Created: 20251221 Date Completed: 20260108 Latest Revision: 20260108
Update Code:
20260109
DOI:
10.1016/j.nepr.2025.104677
PMID:
41422639
Database:
MEDLINE

Weitere Informationen

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.
(Copyright © 2025 Elsevier Ltd. All rights reserved.)

Declaration of Competing Interest The authors declare that there is no conflict of interest.