Clinical trial NCT06899282: The Effect of Pressure Ulcer Management Program Applied with Jigsaw Technique
Official title: The Effect of Pressure Ulcer Management Program Applied with Jigsaw Technique on Nursing Students' Pressure Ulcer Knowledge, Attitude and Self-efficacy: a Double-blind Randomized Controlled Trial
Study type: INTERVENTIONAL
Overall status: NOT_YET_RECRUITING
Phase: NA
Conditions: Pressure Ulcers
Nursing Students
Training Effectiveness
Randomized Controlled Trial
Keywords: jigsaw technique
nursing student
training effectiveness
randomized controlled trial
pressure ulcers
Lead sponsor: Kutahya Health Sciences University
Sponsor class: OTHER
First posted: 2025-03-27
Enrollment: 70
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: PREVENTION

Brief summary: The aim of this study is to evaluate the effectiveness of the jigsaw method on pressure ulcer prevention in senior nursing students. In addition, the study will also examine student views on the jigsaw technique.

Hypotheses of the study are as follows:

Hypothesis 1: The pressure injury management program applied with the Jigsaw technique has an effect on the pressure ulcer knowledge scores of nursing students.

Hypothesis 2: The pressure injury management program applied with the Jigsaw technique has an effect on the pressure ulcer prevention attitude of nursing students.

Hypothesis 3: The pressure injury management program applied with the Jigsaw technique has an effect on nursing students' pressure ulcer management self-efficacy.

The participant characteristics were being a 4th grade student of Kütahya University of Health Sciences, Faculty of Health Sciences, Department of Nursing and being enrolled in the Basic Principles and Practices in Nursing Practices Course. Nursing students who did not volunteer to participate in the study, those who did not participate in theoretical and clinical practices during the academic semester, and nursing students working as high school graduate nurses due to their past education will be excluded from the study.

Intervention and measurements: Participants (N=70) will be randomly divided into intervention and control groups. The intervention group will study pressure ulcer management with the jigsaw technique. The control group will receive theoretical education with the traditional method. Students' pressure ulcer knowledge, attitude and self-efficacy levels will be assessed with standardized tools. Baseline assessment before the intervention, post-intervention and 6 weeks after the intervention will be done. Measurements will be made by students through self-reporting. However, a researcher blinded to the groups will administer the instruments and enter data. Data analysis will also be done by the researcher blinded to the groups. Thus, double blindness will be ensured. Statistical analysis will be based on significance tests.

Detailed description: Nurses should identify patients at high risk of pressure ulcers and provide preventive care accordingly. However, two recently published meta-analysis studies found that the pressure ulcer knowledge of nurses and nursing students measured by standard tools was below the acceptable level (60%). However, the attitudes of nursing students towards pressure ulcer prevention were found to be positive and at a high level. In addition, a multicentre study conducted in Türkiye showed that nursing students' self-efficacy in pressure ulcer prevention was also low and there was a positive relationship between knowledge and self-efficacy. This situation reveals the need for the use of better educational methods to improve nursing students' pressure ulcer knowledge.

Nursing educators are responsible for improving students' knowledge, skills and attitudes about pressure ulcers and preparing them for clinical practice. In the literature, there are studies showing that active teaching methods such as six-hat thinking technique, case-supported concept map, make significant improvements in some results including nursing students' pressure sore knowledge. However, no study evaluating the effect of jigsaw technique on nursing students' pressure ulcer knowledge, attitudes and self-efficacy has been found. A meta-analysis study examining the results of the jigsaw technique in nursing students reported that the technique was an effective method in the results of students such as knowledge, skills and attitudes. In this context, this study was planned to evaluate the effectiveness of the jigsaw method on pressure ulcer prevention in senior nursing students.

Eligibility criteria: Inclusion Criteria:

* To be a 4th year student of the Department of Nursing, Faculty of Health Sciences, Kütahya University of Health Sciences
* To be enrolled in the Basic Principles and Practices in Nursing Course

Exclusion Criteria:

* Nursing students who did not volunteer to participate in the study
* Not participating in theoretical and clinical practices during the academic semester
* Graduated from health vocational high school and working with the title of nurse

Primary outcomes:
measure: Pressure Ulcer Knowledge Assessment Tool-Updated Version
timeFrame: Baseline (Time 0), After 4 hours (Time 1), After 6 weeks (Time 2)
measure: Pressure Ulcer Prevention Attitude Scale
timeFrame: Baseline (Time 0), After 4 hours (Time 1), After 6 weeks (Time 2)
measure: Pressure Ulcer Management Self-Efficacy Scale for Nurses
timeFrame: Baseline (Time 0), After 4 hours (Time 1), After 6 weeks (Time 2)
Secondary outcomes:
Other outcomes:
measure: Jigsaw Opinion Scale
timeFrame: After training (only intervention group after jigsaw technique)
Locations:
Study officials:
affiliation: Kutahya Health Science University
name: Necibe Dağcan Şahin, Asst. Prof.
role: STUDY_CHAIR
affiliation: Kutahya Health Science University
name: Ferzan Kalaycı Emek, RA
role: STUDY_CHAIR
affiliation: Kutahya Health Science University
name: Burcu Nal, Asst. Prof.
role: STUDY_CHAIR
References:
citation: Turhan Damar H, Erkin O. The effect of case-supported concept map education on nursing students' knowledge of and attitudes toward pressure injury prevention. J Tissue Viability. 2025 Feb;34(1):100848. doi: 10.1016/j.jtv.2024.12.012. Epub 2024 Dec 9.
citation: Ozkan S, Uslusoy ECN. Outcomes of jigsaw technique in nurse education: A systematic review and meta-analysis. Nurse Educ Pract. 2024 Feb;75:103902. doi: 10.1016/j.nepr.2024.103902. Epub 2024 Jan 20.
citation: Dalli OE, Yildirim Y, Caliskan G, Girgin NK. Reliability and validity of the Turkish version of pressure ulcer knowledge assessment tool-updated version (PUKAT 2.0). J Tissue Viability. 2022 Feb;31(1):52-57. doi: 10.1016/j.jtv.2021.08.001. Epub 2021 Aug 11.
citation: Iseri O, Ursavas FE. The influence of the online education provided using the six thinking hat method on the knowledge and attitudes of nursing students regarding pressure injury prevention; a pilot study. J Tissue Viability. 2024 Aug;33(3):465-471. doi: 10.1016/j.jtv.2024.04.009. Epub 2024 Apr 16.