The effect of Jigsaw IV-based education on nursing students’ knowledge, skills and perceptions regarding cardiopulmonary physical examination
Nurse Education in Practice, cilt.93, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 93
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.nepr.2026.104840
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, CINAHL, Education Abstracts, Educational research abstracts (ERA), MEDLINE
- Anahtar Kelimeler: Cardiopulmonary physical examination, Jigsaw technique, Nursing education
- Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet
Özet
Aim: This study aimed to evaluate the effect of Jigsaw IV-based education on nursing students’ knowledge, skills and perceptions of the Jigsaw learning technique. Background: Cardiopulmonary physical examination is pivotal for the early identification of postoperative deterioration and the prevention of complications. This underscores the need for innovative, collaborative teaching approaches, such as the Jigsaw technique, to strengthen nurses’ knowledge and clinical skills. Design: A single-blind, pretest-posttest randomized controlled trial design. Methods: A total of 64 students (intervention group = 34, control group = 30) were included in this study, which was carried out at a university in Ankara between February and April 2025. Students were assigned to groups using randomization based on baseline (pretest) knowledge scores. The intervention group received Jigsaw IV-based training for two hours per week over four weeks. The control group received traditional training. Data were collected using the Demographic Information Form, the Thoracic-Lung and Heart Examination Knowledge Test, the Skills Assessment Form and the Jigsaw Opinion Scale. Independent- and paired-samples t tests were used for between- and within-group comparisons, respectively, with effect sizes reported as Cohen's d. Results: Knowledge scores increased in both groups (p < .001). The intervention group had higher post-test knowledge scores (p = .011; d = 0.65) and higher skill scores (p = .022; d = 0.59) than the control group. The mean Jigsaw Opinion Scale score was 60.56 (SD 8.78). Conclusion: Jigsaw IV-based education may improve nursing students’ knowledge and skills and students’ perceptions of the learning method were positive. ClinicalTrials.gov: NCT07003594