{"title":"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","authors":"Nadiye Barış Eren, Bahar Çiftçi","doi":"10.1111/jep.70118","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Aim</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Findings</h3>\n \n <p>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” (<i>p</i> < 0.05). Additionally, the intervention group achieved higher total IMTS and Knowledge Test scores (β = 0.896, <i>p</i> = 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 (<i>p</i> < 0.05).</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":15997,"journal":{"name":"Journal of evaluation in clinical practice","volume":"31 4","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jep.70118","citationCount":"0","resultStr":"{\"title\":\"The Use of Puzzles as a Teaching Technique in Nursing Education: A Randomized Controlled Study\",\"authors\":\"Nadiye Barış Eren, Bahar Çiftçi\",\"doi\":\"10.1111/jep.70118\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Aim</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Findings</h3>\\n \\n <p>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” (<i>p</i> < 0.05). Additionally, the intervention group achieved higher total IMTS and Knowledge Test scores (β = 0.896, <i>p</i> = 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 (<i>p</i> < 0.05).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":15997,\"journal\":{\"name\":\"Journal of evaluation in clinical practice\",\"volume\":\"31 4\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jep.70118\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of evaluation in clinical practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jep.70118\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of evaluation in clinical practice","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jep.70118","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
The Use of Puzzles as a Teaching Technique in Nursing Education: A Randomized Controlled Study
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.
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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