Teaching Diabetes Management Using Two Different Methods

The Effects of Teaching Diabetes Management to Nursing Students Using Two Different Methods on Knowledge Level, Critical Thinking, and Self-Efficacy

It is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.

Introduction and Aim: To provide effective diabetes education for nursing students, it is essential to evaluate teaching methods and include comprehensive teaching components for optimal educational outcomes. Accordingly, this study will evaluate the effect of teaching diabetes management to nursing students using two different methods.

Methods: The research will be conducted using a quasi-experimental research design with a pre-test/post-test control group. The sample will consist of students enrolled in the Internal Medicine Nursing course at a university nursing department. Data will be collected in two time periods: after theoretical information on diabetes and treatment/care practices is provided, and after jigsaw and case-based learning applications are completed. Students will be divided into three groups: jigsaw learning group, case-based learning group, and control group. Data will be collected using a Personal Information Form, Diabetes Knowledge Test, Critical Thinking Tendency Scale, and Self-Efficacy Scale.

Inclusion Criteria:

• Students enrolled in the Internal Medicine Nursing course during the 2023-2024 academic year,
• Students who attended the "diabetes management" theoretical course in Internal Medicine Nursing,
• Students who agreed to participate in the study.

Exclusion Criteria:

• Students who did not participate in the theoretical and jigsaw/case-based learning application phases of the study,
• Students who did not give their consent to participate in the study.