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Hemşirelik Öğrencilerinin Çocukluk Çağı Kanserlerini Öğrenmelerinde Jigsaw Tekniğinin Değerlendirilmesi

Year 2023, Volume: 26 Issue: 1, 60 - 66, 29.03.2023
https://doi.org/10.5152/JANHS.2023.22239

Abstract

Amaç: Hemşirelik öğrencilerinin çocukluk çağı kanserlerini öğrenmelerinde jigsaw tekniğinin etkinliğini değerlendirmektir.

Yöntemler: Araştırma tek grup ön test son test yarı deneysel olarak yapılmıştır. Araştırmanın örneklemini çocuk sağlığı ve hastalıkları hemşireliği dersini alan 59 hemşirelik öğrencisi oluşturdu. Verilerin toplanmasında araştırmacılar tarafından hazırlanan öğrenciyi tanıtıcı bilgi formu, çocukluk çağı ile ilgili soru formu ve akademik öz yeterlik ölçeği kullanıldı. Verilerin normal dağılıma uygunluk göstermesi nedeniyle independent sample t-test, Jigsaw tekniğinin etkililiğini belirlemek amacıyla ölçek ve bilgi formu ön-test ve son-test puanları karşılaştırılmasında ise paired sample t-testi kullanıldı.

Bulgular: Araştırmaya katılan öğrencilerin yaş ortalaması 21,89 ± 7,69 olup %66,10’u kadındır. Öğrencilerin %81,36’sı daha önce çocukluk çağı kanserlerine yönelik özel bir eğitim almadığını ifade etti. Öğrencilerin Akademik özyeterlik ölçeğinden aldıkları puan ortalamaları ön-test 20,06 ± 3,96, son-test 20,52 ± 3,80 olup orta düzeyde olduğu saptanmıştır. Öğrencilerin çocukluk çağı kanserlerine yönelik hazırlanan bilgi formundan aldıkları puan ortalamaları ön-test 36,01 ±9,81 olup düşük düzeydeyken, son-test puan ortalaması 80,50 ± 9,36 olup yüksek düzeyde olduğu saptanmıştır. Ön-test ve sontest puan ortalamaları arasında istatistiksel olarak anlamlı bir farklılık bulunmuştur (P < ,001).

Sonuç: Araştırmanın bulgularına göre, Jigsaw tekniğinin hemşirelik bölümü öğrencilerinde çocukluk çağı kanserlerinin öğretilmesinde etkili bir teknik olduğu söylenebilir. Hemşirelik eğitiminde özellikle çocukluk çağı kanseri gibi spesifik konularda kullanılması önerilmektedir.

References

  • 1. World Health Organization. CureAll framework: WHO global initiative for childhood cancer: increasing access, advancing quality, saving lives; 2021. https://apps.who.int/iris/handle/10665/347370. Accessed February 9, 2022.
  • 2. World Health Organization. Childhood cancer; 2021. https://www.who.int/news-room/fact-sheets/detail/cancer-in-children. Accessed February 9, 2022.
  • 3. Türk Kanser Derneği. Kanser Türleri-Çocukluk Çağı Kanserleri; 2018. https://m.turkkanserdernegi.org/tr/kanser-turleri/153/cocukluk-cagi-kanserleri.html. Accessed February 9, 2022.
  • 4. National Cancer Institute. Cancer in children and adolescents; 2021. https://www.cancer.gov/types/childhood-cancers/child-adolescent-cancers-fact-sheet. Accessed February 9, 2022.
  • 5. Ripperger T, Bielack SS, Borkhardt A, et al. Childhood cancer predisposition syndromes – a concise review and recommendations by the Cancer Predisposition Working Group of the Society for Pediatric Oncology and Hematology. Am J Med Genet A. 2017;173(4):1017-1037. [CrossRef]
  • 6. World Health Organization. Global health estimates: leading causes of death; 2022. https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death. Accessed May 10, 2022.
  • 7. Childhood Cancer International. Advancing cure, transforming care; 2022. https://www.childhoodcancerinternational.org/. Accessed May 10, 2022.
  • 8. World Health Organization. WHO list of priority medical devices for cancer management. WHO medical device technical series; 2017. https://www.who.int/publications/i/item/9789241565462.
  • 9. Bölükbaş F. Jigsaw-IV Tekniğinin Yabancı Öğrencilerin Türkçedeki Temel Zamanları Öğrenmeleri̇ Üzerindeki Etkisi. Int J Turk Lit Cult Educ. 2014;3(3/3):196-209.
  • 10. Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015;48(1):85-93. [CrossRef]
  • 11. Orakcı Ş. Türkiye’de ayrılıp birleşme tekniğine ilişkin yapılan çalışmaların incelenmesi (2010-2020). Bayburt Eğitim Fak Derg. 2021;16(31):252-276.
  • 12. Philips J, Fusco J. Instructional design and assessment : using the jigsaw technique to teach clinical skills course. Am J Pharm Educ. 2015;79(6):1-7.
  • 13. Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students’ selfregulated learning and academic motivation: a quasi-experimental study. Nurse Educ Today. 2019;79:35-40. [CrossRef]
  • 14. Baghcheghi N, Koohestani HR, Rezaei K. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students’ communication skill with patients at clinical settings. Nurse Educ Today. 2011;31(8):877-882. [CrossRef]
  • 15. Evcim H, İpek ÖF. Effects of jigsaw II on academic achievement in English prep classes. Procedia Soc Behav Sci. 2013;70:1651-1659. [CrossRef]
  • 16. Huang Y-M, Liao Y-W, Huang S-H, Chen H-C. International forum of educational technology & society Jigsaw-based cooperative learning approach to improve learning outcomes for mobile situated learning. Source J Educ Technol Soc. 2014;17(1):128-140.
  • 17. Leyva-Moral JM, Riu Camps MR. Teaching research methods in nursing using Aronson’s Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today. 2016;40:78-83. [CrossRef]
  • 18. Muhammad Z. Effect of cooperative learning method jigsaw type to learning motivation and learning outcome in student. J Keperawatan. 2018;9(1):65-71.
  • 19. Aydın A. Jigsaw tekniğinin hemşirelik öğrencilerinin psikomotor beceri düzeyleri, akademik başarıları ve bilginin kalıcılığı üzerine etkisi [Yüksek Lisans Tezi]. Akdeniz Üniversitesi; 2020.
  • 20. Abalı Çetin S, Çiçek Ö, Sezer H. Jigsaw tekniğinin hemşirelik öğrencilerinin aile planlaması yöntemlerini öğrenmelerine etkisi ve öğrencilerin tekniğe ilişkin görüşleri. Fenerbahçe Univ Sağlık Bilimleri Derg. 2022;2(2):424-433.
  • 21. Taş Arslan F, Erdemir F. Onkolojik sorunu olan çocuk ve hemşirelik bakımı. In: Zeynep C, Başbakkal Z, Bal Yılmaz H, Bolışık B, eds. Pediatri Hemşireliği. Ankara, Türkiye: Akademisyen Kitabevi; 2018:775-820.
  • 22. Jerusalem M, Schwarzer R. Fragebogen zur Erfassung von “Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit. In Schwarzer R. (Hrsg.). Berlin: Freie Universitaet, Institut fuer Psychologie; 1981:1-4.
  • 23. Yılmaz M, Gürçay D, Ekici G. Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Univ Eğitim Fak Derg. 2007;33:253-259.
  • 24. Seo E, Park I. Do Jigsaw cooperative learning-based nursing simulation classes influence nursing students’ learning competencies ? Nat Volatiles Essent Oils. 2021;8(5):2445-2452.
  • 25. Schunk DH, Pajares F. The development of academic self-efficacy. In: Wigfield A, Eccles JS (eds.). Development of achievement motivation. Cambridge: Academic Press; 2002:15-31.
  • 26. Honicke T, Broadbent J. The influence of academic self-efficacy on academic performance: a systematic review. Educ Res Rev. 2016;17:63-84. [CrossRef]
  • 27. Renganathan L. A comparative study on effectiveness of jigsaw puzzle method among nursing students’ academic level of performance at Oman nursing institute, Muscat. Indian J Appl Res. 2013;03(09):180-182.
  • 28. Divya V, Kumari N. Impact of jigsaw technique on knowledge regarding national health programs among nursing students. Asian J Nurs Educ Res. 2021;11(1):129-132. [CrossRef]
  • 29. Lee S, Kim B. A study on the development and evaluation of a collaborative problem-solving learning model for nursing students. Int J Adv Cult Technol. 2021;9(1):168-176.
  • 30. Abdel-Mordy MA, Sabry SS, Mahmoud AA. Effect of cooperative jigsaw learning strategy on community nursing students’ attitude and achievement. Int Egypt J Nurs Sci Res. 2022;2(2):487-500.
  • 31. Kürtüncü M, Çınar N, Kahraman İ, Demirbağ BC. Hemşirelik öğrencilerinin çocuk onkoloji kliniğindeki deneyimleri: Niteliksel çalışma. Sağlık Bilim Meslekleri Derg. 2017;4(1):8-15. [CrossRef]

Evaluation of Jigsaw Technique in Nursing Students Learning About Childhood Cancer

Year 2023, Volume: 26 Issue: 1, 60 - 66, 29.03.2023
https://doi.org/10.5152/JANHS.2023.22239

Abstract

Objective: The aim of this study is to evaluate the effectiveness of the Jigsaw technique in nursing students’ learning about childhood cancers.

Methods: The study was a single-group pre-test–post-test semi-experimental study. The sample of the study consisted of 59 nursing students who took the child health and diseases nursing course. To collect the data, the researchers prepared a student introductory information form, a childhood questionnaire, and an academic self-efficacy scale was used. An independent sample t-test was used due to the normal distribution of the data, and paired sample t-test was used to compare the scale and information from pre-test and post-test scores to determine the effectiveness of the Jigsaw technique.

Results: The mean age of the students participating in the study was 21.89 ± 7.69, of which 66.10% were women. Of the students, 81.36% stated that they had not received any special training for childhood cancers before. The mean scores of the students on the Academic Self-Efficacy Scale were 20.06 ± 3.96 on the pre-test and 20.52 ± 3.80 on the post-test. While the mean score of the students from the information form prepared for childhood cancers was 36.01 ± 9.81 in the pre-test, it was found to be low, while the mean score of the post-test was 80.50 ± 9.36, which was found to be at a high level. A statistically significant difference was found between pre-test and post-test mean scores (P < .001).

Conclusion: The Jigsaw technique is effective in teaching childhood cancers to nursing students. It is recommended to be used in nursing education, especially in specific subjects such as childhood cancer.

References

  • 1. World Health Organization. CureAll framework: WHO global initiative for childhood cancer: increasing access, advancing quality, saving lives; 2021. https://apps.who.int/iris/handle/10665/347370. Accessed February 9, 2022.
  • 2. World Health Organization. Childhood cancer; 2021. https://www.who.int/news-room/fact-sheets/detail/cancer-in-children. Accessed February 9, 2022.
  • 3. Türk Kanser Derneği. Kanser Türleri-Çocukluk Çağı Kanserleri; 2018. https://m.turkkanserdernegi.org/tr/kanser-turleri/153/cocukluk-cagi-kanserleri.html. Accessed February 9, 2022.
  • 4. National Cancer Institute. Cancer in children and adolescents; 2021. https://www.cancer.gov/types/childhood-cancers/child-adolescent-cancers-fact-sheet. Accessed February 9, 2022.
  • 5. Ripperger T, Bielack SS, Borkhardt A, et al. Childhood cancer predisposition syndromes – a concise review and recommendations by the Cancer Predisposition Working Group of the Society for Pediatric Oncology and Hematology. Am J Med Genet A. 2017;173(4):1017-1037. [CrossRef]
  • 6. World Health Organization. Global health estimates: leading causes of death; 2022. https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates/ghe-leading-causes-of-death. Accessed May 10, 2022.
  • 7. Childhood Cancer International. Advancing cure, transforming care; 2022. https://www.childhoodcancerinternational.org/. Accessed May 10, 2022.
  • 8. World Health Organization. WHO list of priority medical devices for cancer management. WHO medical device technical series; 2017. https://www.who.int/publications/i/item/9789241565462.
  • 9. Bölükbaş F. Jigsaw-IV Tekniğinin Yabancı Öğrencilerin Türkçedeki Temel Zamanları Öğrenmeleri̇ Üzerindeki Etkisi. Int J Turk Lit Cult Educ. 2014;3(3/3):196-209.
  • 10. Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015;48(1):85-93. [CrossRef]
  • 11. Orakcı Ş. Türkiye’de ayrılıp birleşme tekniğine ilişkin yapılan çalışmaların incelenmesi (2010-2020). Bayburt Eğitim Fak Derg. 2021;16(31):252-276.
  • 12. Philips J, Fusco J. Instructional design and assessment : using the jigsaw technique to teach clinical skills course. Am J Pharm Educ. 2015;79(6):1-7.
  • 13. Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students’ selfregulated learning and academic motivation: a quasi-experimental study. Nurse Educ Today. 2019;79:35-40. [CrossRef]
  • 14. Baghcheghi N, Koohestani HR, Rezaei K. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students’ communication skill with patients at clinical settings. Nurse Educ Today. 2011;31(8):877-882. [CrossRef]
  • 15. Evcim H, İpek ÖF. Effects of jigsaw II on academic achievement in English prep classes. Procedia Soc Behav Sci. 2013;70:1651-1659. [CrossRef]
  • 16. Huang Y-M, Liao Y-W, Huang S-H, Chen H-C. International forum of educational technology & society Jigsaw-based cooperative learning approach to improve learning outcomes for mobile situated learning. Source J Educ Technol Soc. 2014;17(1):128-140.
  • 17. Leyva-Moral JM, Riu Camps MR. Teaching research methods in nursing using Aronson’s Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today. 2016;40:78-83. [CrossRef]
  • 18. Muhammad Z. Effect of cooperative learning method jigsaw type to learning motivation and learning outcome in student. J Keperawatan. 2018;9(1):65-71.
  • 19. Aydın A. Jigsaw tekniğinin hemşirelik öğrencilerinin psikomotor beceri düzeyleri, akademik başarıları ve bilginin kalıcılığı üzerine etkisi [Yüksek Lisans Tezi]. Akdeniz Üniversitesi; 2020.
  • 20. Abalı Çetin S, Çiçek Ö, Sezer H. Jigsaw tekniğinin hemşirelik öğrencilerinin aile planlaması yöntemlerini öğrenmelerine etkisi ve öğrencilerin tekniğe ilişkin görüşleri. Fenerbahçe Univ Sağlık Bilimleri Derg. 2022;2(2):424-433.
  • 21. Taş Arslan F, Erdemir F. Onkolojik sorunu olan çocuk ve hemşirelik bakımı. In: Zeynep C, Başbakkal Z, Bal Yılmaz H, Bolışık B, eds. Pediatri Hemşireliği. Ankara, Türkiye: Akademisyen Kitabevi; 2018:775-820.
  • 22. Jerusalem M, Schwarzer R. Fragebogen zur Erfassung von “Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit. In Schwarzer R. (Hrsg.). Berlin: Freie Universitaet, Institut fuer Psychologie; 1981:1-4.
  • 23. Yılmaz M, Gürçay D, Ekici G. Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Univ Eğitim Fak Derg. 2007;33:253-259.
  • 24. Seo E, Park I. Do Jigsaw cooperative learning-based nursing simulation classes influence nursing students’ learning competencies ? Nat Volatiles Essent Oils. 2021;8(5):2445-2452.
  • 25. Schunk DH, Pajares F. The development of academic self-efficacy. In: Wigfield A, Eccles JS (eds.). Development of achievement motivation. Cambridge: Academic Press; 2002:15-31.
  • 26. Honicke T, Broadbent J. The influence of academic self-efficacy on academic performance: a systematic review. Educ Res Rev. 2016;17:63-84. [CrossRef]
  • 27. Renganathan L. A comparative study on effectiveness of jigsaw puzzle method among nursing students’ academic level of performance at Oman nursing institute, Muscat. Indian J Appl Res. 2013;03(09):180-182.
  • 28. Divya V, Kumari N. Impact of jigsaw technique on knowledge regarding national health programs among nursing students. Asian J Nurs Educ Res. 2021;11(1):129-132. [CrossRef]
  • 29. Lee S, Kim B. A study on the development and evaluation of a collaborative problem-solving learning model for nursing students. Int J Adv Cult Technol. 2021;9(1):168-176.
  • 30. Abdel-Mordy MA, Sabry SS, Mahmoud AA. Effect of cooperative jigsaw learning strategy on community nursing students’ attitude and achievement. Int Egypt J Nurs Sci Res. 2022;2(2):487-500.
  • 31. Kürtüncü M, Çınar N, Kahraman İ, Demirbağ BC. Hemşirelik öğrencilerinin çocuk onkoloji kliniğindeki deneyimleri: Niteliksel çalışma. Sağlık Bilim Meslekleri Derg. 2017;4(1):8-15. [CrossRef]
There are 31 citations in total.

Details

Primary Language English
Subjects Nursing, Health Care Administration
Journal Section Research Articles
Authors

Şeyda Binay Yaz This is me 0000-0001-6410-6240

Hale Sezer This is me 0000-0003-4199-7727

Sinem Başdemir This is me 0000-0002-8401-1625

Publication Date March 29, 2023
Published in Issue Year 2023 Volume: 26 Issue: 1

Cite

AMA Binay Yaz Ş, Sezer H, Başdemir S. Evaluation of Jigsaw Technique in Nursing Students Learning About Childhood Cancer. Journal of Nursology. March 2023;26(1):60-66. doi:10.5152/JANHS.2023.22239

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