The Use of Puzzles as a Teaching Technique in Nursing Education: A Randomized Controlled Study

IF 2.1 4区 医学 Q3 HEALTH CARE SCIENCES & SERVICES
Nadiye Barış Eren, Bahar Çiftçi
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引用次数: 0

Abstract

Aim

This study aimed to examine the influence of puzzle-based teaching methods on nursing students' levels of knowledge, motivation for learning, and academic self-efficacy.

Methods

The study employed a randomized controlled pretest-posttest experimental design conducted between January and June 2024 at Atatürk University's Faculty of Nursing. A total of 70 first-year nursing students participated, and the intervention and control groups were assigned through random selection. Both groups underwent interactive theoretical instruction on “Excretory Activities” for 2 h across 1 week. However, the intervention group received additional training through puzzle booklets designed by the researchers, while the control group was limited to theoretical instruction. Data collection instruments included the Personal Information Form, Achievement Tests, the Instructional Material Motivation Scale (IMTS), and the Academic Self-Efficacy Scale (ASES). Data were analyzed using SPSS 22 software.

Findings

The puzzle-based teaching approach notably improved students' knowledge, motivation, and self-efficacy. Posttest results for the intervention group showed significant increases in the IMTS sub-dimensions of “Attention,” “Appropriateness,” “Confidence,” and “Satisfaction” (p < 0.05). Additionally, the intervention group achieved higher total IMTS and Knowledge Test scores (β = 0.896, p = 0.001) than the control group. Regression analysis indicated that puzzle application substantially and positively affected motivation sub-dimensions and knowledge levels. The academic self-efficacy scores of the intervention group were also significantly greater than those of the control group (p < 0.05).

Conclusion

Puzzle-based teaching techniques positively affected knowledge, learning motivation, and academic self-efficacy. These findings highlight the potential of innovative teaching methods in nursing education, suggesting that puzzle-based approaches can effectively enhance learning processes and outcomes.

Abstract Image

在护理教育中使用拼图作为一种教学技巧:一项随机对照研究
目的探讨益智教学方式对护生知识水平、学习动机和学业自我效能感的影响。方法采用随机对照的前测后测实验设计,于2024年1月至6月在atatrk大学护理学院进行。共70名大一护生参与,随机选择干预组和对照组。两组在1周内进行2小时的“排泄活动”互动理论指导。然而,干预组通过研究人员设计的益智小册子接受了额外的训练,而对照组则仅限于理论指导。数据收集工具包括个人信息表、成绩测试、教材动机量表(IMTS)和学业自我效能量表(ASES)。数据分析采用SPSS 22软件。发现谜题教学法显著提高了学生的知识水平、学习动机和自我效能感。干预组的后测结果显示,IMTS子维度“注意”、“适当性”、“信心”和“满意度”显著增加(p < 0.05)。干预组IMTS总分和Knowledge Test总分均高于对照组(β = 0.896, p = 0.001)。回归分析表明,拼图应用对动机子维度和知识水平有显著的正向影响。干预组学业自我效能得分显著高于对照组(p < 0.05)。结论益智教学对知识、学习动机和学业自我效能感有正向影响。这些发现突出了护理教育创新教学方法的潜力,表明基于谜题的方法可以有效地提高学习过程和结果。
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来源期刊
CiteScore
4.80
自引率
4.20%
发文量
143
审稿时长
3-8 weeks
期刊介绍: The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.
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