This randomized controlled experimental study aims to evaluate the effectiveness of a training program based on the Jigsaw teaching technique and scenario-based learning in improving the peripheral intravenous catheterization skill levels of first-year nursing students. Participants will be randomly assigned to either the intervention group, receiving Jigsaw-based collaborative learning combined with clinical scenarios, or the control group receiving traditional skills training. The primary outcome is the improvement in students' clinical skill performance as measured by a standardized skill assessment checklist. The study seeks to determine whether innovative, active learning methods can enhance fundamental nursing skills training
Volunteering to participate in research
To be a first-year Nursing student
To be taking the Nursing Fundamentals-II course for the first time
To be a smart phone or computerVolunteering to participate in resrs a day
Being a foreign national (due to the risk of having language problems)
To have received high school and associate degree education in the field of Public health
Parallel
Jigsaw and Scenario-Based Training
BehavioralA structured educational program combining the Jigsaw cooperative learning method with scenario-based training to improve peripheral intravenous catheter (PIVC) insertion skills. Training includes group-based learning, scenario discussions, skill demonstration, and supervised practice.
Traditional Training
BehavioralStandard instructional approach including lecture-based teaching, demonstration, and supervised practice for peripheral intravenous catheter (PIVC) insertion, without Jigsaw or scenario-based components.
Laboratory and Clinical Skills Assessment Form for Peripheral Intravenous Catheter Placement Skills
This form was prepared by researchers in accordance with the relevant literature to observe the development levels of students' primary and secondary clinical skills training (PCS) application skills during laboratory and clinical skills training, based on Benner's theorem, and to objectively, safely, accurately, and systematically evaluate the acquired skills. The form will be evaluated based on a total score derived from the individual scoring of each item. Each item will be weighted as follows: 2 points for correctly performed items, 1 point for partially performed items, and 0 points for no correct action performed, with a maximum total score of 70 and a minimum score of 0. Before the PCS-LKBDF application, expert opinions will be obtained from 10 faculty members working in the Department of Nursing nationwide, and content validity, item discrimination, and item difficulty analysis will be performed on 10 students participating in the pilot application by a statistician.
Peripheral Intravenous Catheter Insertion Knowledge Test
This test, prepared by researchers, consists of 20 questions aligned with the course content of the IV medication and infusion administration unit, current articles available in the field, national and international (Practice Guidelines and nationally recognized nursing textbooks), and the objectives and goals of the course. Each correct answer is worth 5 points, and the total score obtainable from this knowledge test is 100. A higher score on this knowledge test will be considered an indication of increased success in the subject. Before the PIVK-BT test is administered, expert opinions will be obtained from 10 faculty members working in Nursing Departments nationwide, and content validity, item discrimination, and item difficulty analysis will be performed on 10 students participating in the pilot study by an independent statistician.
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