Puzzle-Assisted Learning IV: Information Retention and Motivation

The Effect of Puzzle-Based Safe Intravenous Therapy Applications on Students' Knowledge Level, Knowledge Retention, and Learning Motivation: A Randomized Controlled Study

This study aims to evaluate the effect of puzzle-based education on nursing students' knowledge level, knowledge retention, and learning motivation regarding safe intravenous therapy practices. Intravenous therapy is a common but complex clinical procedure that requires accurate knowledge and skills to ensure patient safety. Traditional teaching methods may not always be sufficient to support long-term learning and student motivation. Therefore, this study uses an interactive, game-based learning approach by integrating puzzles into the education process. Nursing students are randomly assigned to either a puzzle-based learning group or a traditional education group. The study seeks to determine whether game-based learning improves learning outcomes compared to conventional teaching methods.

Inclusion Criteria:

• Be a 3rd-year undergraduate nursing student

  • Fully participate in the Safe Intravenous Therapy Practices training
  • Be willing to participate in the study

Exclusion Criteria:

• Being unable to regularly attend the training sessions due to academic leave, health problems, or personal reasons