The Use of Puzzles as a Teaching Technique in Nursing Education: A Randomized Controlled Study
AimThis study aimed to examine the influence of puzzle-based teaching methods on nursing students' levels of knowledge, motivation for learning, and academic self-efficacy. MethodsThe study employed a randomized controlled pretest-posttest experimental design conducted between January and June 2024 at Atat & uuml;rk University's Faculty of Nursing. A total of 70 first-year nursing students participated, and the intervention and control groups were assigned through random selection. Both groups underwent interactive theoretical instruction on "Excretory Activities" for 2 h across 1 week. However, the intervention group received additional training through puzzle booklets designed by the researchers, while the control group was limited to theoretical instruction. Data collection instruments included the Personal Information Form, Achievement Tests, the Instructional Material Motivation Scale (IMTS), and the Academic Self-Efficacy Scale (ASES). Data were analyzed using SPSS 22 software. FindingsThe puzzle-based teaching approach notably improved students' knowledge, motivation, and self-efficacy. Posttest results for the intervention group showed significant increases in the IMTS sub-dimensions of "Attention," "Appropriateness," "Confidence," and "Satisfaction" (p < 0.05). Additionally, the intervention group achieved higher total IMTS and Knowledge Test scores (beta = 0.896, p = 0.001) than the control group. Regression analysis indicated that puzzle application substantially and positively affected motivation sub-dimensions and knowledge levels. The academic self-efficacy scores of the intervention group were also significantly greater than those of the control group (p < 0.05). ConclusionPuzzle-based teaching techniques positively affected knowledge, learning motivation, and academic self-efficacy. These findings highlight the potential of innovative teaching methods in nursing education, suggesting that puzzle-based approaches can effectively enhance learning processes and outcomes.
- Journal
- JOURNAL OF EVALUATION IN CLINICAL PRACTICE
- Year
- 2025
- Volume
- 31
- Issue
- 4
- ISSN
- 1356-1294
- eISSN
- 1365-2753
- DOI
- 10.1111/jep.70118
- WoS UID
- WOS:001506701900010