Barış Eren Nadiye, Çiftçi Bahar
Department of Fundamental of Nursing, Tarsus University, Mersin, Turkey.
Department of Fundamental of Nursing, Ataturk University, Erzurum, Turkey.
J Eval Clin Pract. 2025 Jun;31(4):e70118. doi: 10.1111/jep.70118.
This study aimed to examine the influence of puzzle-based teaching methods on nursing students' levels of knowledge, motivation for learning, and academic self-efficacy.
The study employed a randomized controlled pretest-posttest experimental design conducted between January and June 2024 at Atatürk 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.
The 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 (β = 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).
Puzzle-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.
本研究旨在探讨基于拼图的教学方法对护理专业学生知识水平、学习动机和学业自我效能感的影响。
本研究采用随机对照前测-后测实验设计，于2024年1月至6月在阿塔图尔克大学护理学院进行。共有70名一年级护理专业学生参与，通过随机选择将其分为干预组和对照组。两组均在1周内接受了为期2小时的关于“排泄活动”的互动理论教学。然而，干预组通过研究人员设计的拼图手册接受了额外培训，而对照组仅限于理论教学。数据收集工具包括个人信息表、成绩测试、教学材料动机量表（IMTS）和学业自我效能感量表（ASES）。使用SPSS 22软件对数据进行分析。
基于拼图的教学方法显著提高了学生的知识水平、学习动机和自我效能感。干预组的后测结果显示，IMTS的“注意力”“适宜性”“信心”和“满意度”子维度有显著提高（p<0.05）。此外，干预组的IMTS总分和知识测试得分均高于对照组（β=0.896，p=0.001）。回归分析表明，拼图应用对动机子维度和知识水平有显著的正向影响。干预组学生的学业自我效能感得分也显著高于对照组（p<0.05）。
基于拼图的教学技术对知识、学习动机和学业自我效能感产生了积极影响。这些发现凸显了创新教学方法在护理教育中的潜力，表明基于拼图的教学方法可以有效改善学习过程和学习效果。
