Chen Yiwen, Song Jiali, Li Mengying, He Huijuan, Wang Xiangrong, Zhou Siyu, Wang Ling
School of Nursing, Hubei University of Chinese Medicine, Wuhan, Hubei, China.
Wuhan Fourth Hospital, Wuhan, Hubei, China.
Front Public Health. 2025 Jun 11;13:1437265. doi: 10.3389/fpubh.2025.1437265. eCollection 2025.
This study aimed to investigate the impact of integrating Jigsaw teaching into Self-regulated learning instruction on nursing students' self-regulated learning ability and engagement.
This quasi-experimental study was conducted with 94 nursing students from Hubei University of Traditional Chinese Medicine (Hubei, China) in two classes during the fourth education semester. One classroom was assigned to the control group (43) and the other to the intervention group (50). In the course of Basic Nursing, the two classes adopted the traditional lecture teaching method and jigsaw teaching method to teach independent learning, respectively. The entire teaching scheme consisted of 12 class hours. The data collection tools were the self-regulated learning ability scale, the learning engagement scale, Self-assessment and mutual assessment forms. Data was collected before and after the interventions. Finally, data was analyzed by paired -test, independent -test and repeated measurement analysis of variance via SPSS 25.0 software.
The total scores of self-regulated learning ability and learning engagement of nursing students in the Intervention group were better than that of the control group ( < 0.05) before and after the educational intervention. The Self-assessment ( = 6.778, < 0.001).and group mutual assessment of nursing students ( = 11.037, < 0.001) in the Intervention group at three time points would show an increasing trend with prolonging the intervention time.
Jigsaw teaching integrated with self-regulated learning can effectively enhance nursing students' self-regulated learning ability and commitment, which is worth using in other nursing courses.
本研究旨在探讨将拼图教学融入自主学习指导对护生自主学习能力和参与度的影响。
本准实验研究选取了湖北中医药大学（中国湖北）第四教学学期两个班级的94名护生。一个班级被分配为对照组（43人），另一个为干预组（50人）。在基础护理课程中，两个班级分别采用传统讲授教学法和拼图教学法进行自主学习教学。整个教学方案共12个课时。数据收集工具包括自主学习能力量表、学习参与度量表、自我评估和相互评估表。在干预前后收集数据。最后，通过SPSS 25.0软件进行配对检验、独立检验和重复测量方差分析。
教育干预前后，干预组护生的自主学习能力和学习参与度总分均优于对照组（<0.05）。干预组护生在三个时间点的自我评估（=6.778，<0.001）和小组相互评估（=11.037，<0.001）随干预时间延长呈上升趋势。
将拼图教学与自主学习相结合可有效提高护生的自主学习能力和参与度，值得在其他护理课程中应用。
