Evaluating Jigsaw and Scenario-Based Training Versus Traditional Methods for Teaching Peripheral Intravenous Catheter Skills to First-Year Nursing Students

What this Trial Is About

This research aims to evaluate how well a training program using the Jigsaw teaching technique combined with scenario-based learning improves peripheral intravenous catheter insertion skills in first-year nursing students. This study is a randomized controlled experimental trial designed to see if this innovative, active learning approach can enhance fundamental nursing skills training compared to traditional methods. Participants will be randomly assigned to one of two groups. The intervention group will receive a structured education program combining collaborative Jigsaw learning and scenario-based clinical practice, including skill demonstration and supervised practice. The control group will undergo standard training with lecture-based instruction, demonstration, and supervised practice without the Jigsaw or scenario components. During the study, all students will complete a standardized skill performance assessment before and immediately after training. Researchers will measure skill improvement using a clinical skills checklist for peripheral intravenous catheter placement. Secondary measures include testing knowledge of catheter insertion. The study is conducted in a controlled lab setting and aims to inform future nursing education methods.

The Effect of Benner's Jigsaw Teaching Technique Based on the Novice to Expert Model and Scenario-Based Peripheral Intravenous Catheterization Instruction on Skill Acquisition of Nursing Students: An Experimental Study.