The effect of electrolyte imbalance on the knowledge level of students by distance education given to nursing first class students with Jigsaw IV technique, enhanced with concept maps

The research was conducted as a randomized controlled pre-post test intervention study in order to determine the effect of electrolyte imbalance, which is given to first-year nursing students by distance education, with the Jigsaw IV technique enriched with concept maps, on the level of knowledge of the students. The research was carried out with 98 students (intervention 49, control 49) between April-October 2021 at Ankara Yıldırım Beyazıt University, Faculty of Health Sciences, Department of Nursing, in the spring semester of the 2020-2021 academic year. While the subject of electrolyte imbalance was explained with the Jigsaw IV Technique supported by concept maps in the intervention group, it was explained with the traditional learning method in the control group. Training was given to both groups by distance education. Research data were collected using the "Student Descriptive Characteristics Form", "Expert and Jigsaw Group Knowledge Test", and "the Jigsaw Opinion Scale". Percentage, frequency distribution, independent sample t-test, one-way analysis of variance (ANOVA), analysis of variance and correlation in repeated measurements were used in the analysis of the data. It was determined that the pre-test and mid-test mean scores of the students were similar in the intervention and control groups (p>0.05). The mean scores of the intervention and control groups in both the post-test and the retention test were higher than the pre-test and mid-test, making a statistically significant difference (p<0.001). Posttest and retention mean scores were higher in the intervention group. It was determined that there was no relationship between the concept map point averages of the students in the intervention and control groups, their post-test averages and retention test averages (p>0.05). Students in the intervention group reported positive opinions about this technique. As a result, in the results of the study, the knowledge and retention scores of the intervention group were higher than the control group.