Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
This study aims to investigate the effects of wound care education given with the jigsaw IV learning technique on the knowledge, collaborative learning and motivation levels of nursing students. Second-year nursing students will be divided into two groups with simple randomization. The intervention group will be given a wound care training program with the jigsaw IV technique. The control group will be given wound care training with traditional education. Pre-test data will be collected before the training and post-test data will be collected after the training.
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Wound care training with the Jigsaw IV technique method | Other |
| |
| Wound care training with traditional methods | Other |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Intervention Group-Jigsaw IV technique | Other | Wound care training with the Jigsaw IV technique method |
|
| Measure | Description | Time Frame |
|---|---|---|
| Change in Wound Care Knowledge Score | The participants' knowledge about wound care will be assessed using a pre-designed knowledge test that measures essential topics such as wound assessment, infection control, dressing types, and aseptic techniques. The knowledge test will be administered immediately before and after the educational interventions. The change in scores will indicate the effectiveness of the training methods. | At Baseline, immediately after the training intervention |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Collaborative Learning Level | The Collaborative Learning Scale will be used to measure students' ability to work in teams, engage in peer discussions, and share knowledge. This scale consists of Likert-type items assessing group interactions, peer collaboration, and group responsibility. A higher scale score indicates a higher level of cooperative learning. The scale will be administered immediately before and immediately after the training intervention. |
Not provided
Inclusion Criteria:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| TUGCE KABAK SOLAK, RESEARCH ASSİSTANT | Contact | +90544 710 2355 | tkabak@agri.edu.tr |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Control Group-Traditional methods | Other | Wound care training with traditional methods |
|
| At Baseline, immediately after the training intervention |
| Change in Academic Motivation Level | Academic motivation will be assessed using the Academic Motivation Scale. This scale measures intrinsic and extrinsic motivation factors. A higher scale score indicates a higher level of academic motivation. The academic motivation scale will be administered immediately before and immediately after the training intervention. | At Baseline, immediately after the training intervention |