The effect of jigsaw IV learning technique on academic success and psychomotor skills performance for arterial blood pressure application in nursing students

Introductıon and Objectıve: For nurses, being a successful health professional is possible with constant individual and occupational progress, orienting themselves to novelty and meeting the needs of the population. In recent years, it is emphasized that the active constructive approaches facilitate the learning skills in nursing education especially in occupational skills education. In this study, we aim to determine the impact of Jigsaw IV technique on students' academic achievements regarding arterial blood pressure and their arterial blood pressure performance skill level as well as students' comments on jigsaw technique. Material and Method: In this study, which is carried out in an experimental pattern with pretest-posttest control groups through February-March 2017, students in control group (n=30) received traditional training while the experimental group (n=30) had Jigsaw learning technique activities for 2 hours a week for 4 weeks, 8 hours in total. Research data was collected through "Personal Information Form", "Arterial Blood Pressure Academic Achievement Test", "Arterial Blood Pressure Skill Performance Test" and "Jigsaw Opinion Scale". Percentage, frequency, Cronbach Alpha, Mann Whitney U Test, Independent T Test and Wilcoxon Test were used for the data analysis. Findings: Arterial blood pressure academic achievement test score ranking average of the students in experimental group were (42.38) significantly higher than those of control group (18.62) (p<0.05). Besides, average test score for arterial blood pressure skill performance test in experimental group (78.00±6.72) was found significantly higher than that of control group, which was 58.00±15.11 (p<0.05). In addition, while the total score of Jigsaw Opinion Scale was 64.83±0.73, it was seen that the students' opinions on this technique were positive overall. Conclusion: According to the data obtained, it is concluded that jigsaw technique was more effective than traditional method for increasing the academic achievement and skill performance.