Jigsaw technique: will it help Gen Z nursing students?

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2025-06-01 Epub Date: 2025-01-27 DOI:10.1152/advan.00145.2024
Rashmi Chandel, Anumeha Bhagat, Anita S Malhotra, Ravi Rohilla, Gurjit Kaur, Kiran Prakash
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引用次数: 0

Abstract

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the jigsaw technique (JST) in engaging first-year undergraduate nursing students in the learning process. Four topics (modules): Cardiovascular system (module 1), Respiratory system (module 2), Endocrine system (module 3), and Central nervous system (module 4) were selected. Modules 1 and 2 were taught by JST to group I (jigsaw group) and by conventional didactic lectures to group II (lecture group). The groups alternated teaching methods for the remaining modules. Scores in pretest, posttest, and retention tests were higher in group I than in group II. The results were statistically highly significant (P = 0.000) for modules 1, 2, and 4 and not significant (P = 0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. Seventy-one percent responded that this is an interesting way of learning the topic, helped them improve their communication skills, and improved interaction with their peers. Seventy-seven percent found that JST helped them understand the topic easily. Sixty-nine percent think that this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.NEW & NOTEWORTHY In our study, we found that the jigsaw technique (JST) significantly improves understanding, comprehension, and retention of topics among nursing students. It also enhances teamwork, self-confidence, and communication skills, aligning with the preferences of Generation Z students. Student feedback analysis reveals that JST facilitates easier understanding of topics, increases self-confidence, improves interpersonal skills, and creates an interactive learning environment. The authors suggest practical implications for nursing education by integrating JST into the curriculum, despite time constraints.

拼图技术:对Z世代护理专业的学生有帮助吗?
这项研究的重点是Z世代(Gen Z)学生,特别是护理学院的学生。与前几代人相比,Z世代的人在思维、个性、生活方式和学习偏好方面都表现出独特的特点,这就需要护理学校对教学方法进行调整。本研究探讨了拼图技术在护理本科一年级学生学习过程中的作用。四个主题(模块):心血管系统(模块1),呼吸系统(模块2),内分泌系统(模块3)和中枢神经系统(模块4)。模块1和模块2由JST对第一组(拼图组)进行教学,第二组(讲座组)进行常规教学。这些小组对其余模块的教学方法进行了交替。组前、后、留置测试得分均高于组二。模块1、模块2和模块4的结果具有统计学高度显著性(p=0.000),模块3的结果不显著(p=0.411)。对学生反馈的分析显示,63%的学生喜欢JST。71%的人回应说,这是一种有趣的学习主题的方式,帮助他们提高了沟通技巧,并改善了与同龄人的互动。77%的人认为JST帮助他们更容易地理解主题。69%的学生希望这种方法也能用于教授其他生理学概念和其他本科科目。该研究得出结论,将这种以学生为中心的教学方法应用和整合到Z世代护理教育中,有望为未来的护理专业人员奠定坚实的知识基础,并培养必要的人格技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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