Aim: To determine the effect of Jigsaw Technique on students' psychomotor skill levels, academic achievement and retention of knowledge on local drug applications and their opinion on Jigsaw Technique.
Background: It is thought that the use of teaching methods and techniques that will increase the student's participation in the lesson and increase the satisfaction level in the learning process will affect the achievement of the expected outputs at the end of the lesson.
Design: Quasi-experimental educational intervention study.
Methods: The study was conducted with 98 first-year undergraduate nursing students in Turkey. The students in the intervention group (n=49) learned the subject with the jigsaw technique and the students in the control group (n=49) learned the subject with the traditional method. Data were collected using "Questionnaire for Local Drug Applications", "Skill Assessment Form", "Jigsaw Opinion Scale", "Kolb Learning Style Inventory-III" and demographic questionnaire. Percentage, frequency, independent sample t-test, ANOVA were used in data analysis.
Results: The results showed that there was no statistically significant difference between the local drug application knowledge mean scores of both groups (A: 64.72 SD 11.66; B: 65.89 SD 13.13; p>.05). The difference between the skill point averages of both groups (A: 69.18 ± 15.99; B: 52.35 SD 19.85; p<.05) was found to be significant. In the first and second measurements to determine the permanence of knowledge, the mean score of the intervention group (78.23 SD 13.26; 73.37 SD 14.28) was compared to the control group (67.64 Sd 14.87; 54.42 SD 12.82) was found to be significantly higher (p<.05). It was determined that the Jigsaw Opinion Scale mean score of the students was 55.80 SD 7.49.
Conclusions: In the results of the study, it was determined that the Jigsaw Technique is an effective teaching method to improve the psychomotor skill levels of nursing first year students and to increase the retention of knowledge.
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