The Effect of Jigsaw Technique Used in Critical Article Review on Critical Thinking Disposition and Communication Skills

For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.

Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.

Method: This is a quasi-experimental study. The study will be carried out in the Spring Semester of the 2022-2023 Academic Year, with the students who attend the Research in Nursing Course with distance education at the Nursing Department of the Faculty of Health Sciences of Duzce University. The study is planned to comprise 112 students, 56 students in each group, taking into account possible losses. The sample was calculated using the G*Power 3.1.9.7 programme.

Data accumulation methods: In the study, descriptive features form, critical thinking disposition scale and communication skills scale will be used as data collection tools.

Pre-tests will be administered to the students in the control group after the theoretical part of the course is over. Individual homework will be given to the students and they will be provided to analyze articles under the supervision of the researcher. Post-tests will be applied.

Students in the experimental group will be administered a pre-test. Students will be heterogeneously divided into eight groups according to their academic grade point average. The groups will consist of 7 people. Each student will be responsible for one of the 7 article sections. These sections are: 1) Title - Abstract 2) Introduction 3) Method 4) Results 5) Discussion 6) Conclusion and Recommendations 7) Limitations - Resources. Within the group, it will be determined which member will be responsible for which article section.

Students who have chosen the same article section in their main groups will come together to form expert groups. These expert groups are called "Peer critical article review" groups. After the expert groups are determined, they will come together and learn the article section they will be experts on. To ensure positive group cohesion during the group process in expert group work, members will be assigned one of the responsibilities of group leader, reporter, and monitoring the participation of members. The researcher will answer the questions asked by the students during the expert group work and provide support to the groups (3 hours).

Students who are experts in their chosen article section return to their main groups to share their knowledge. Each group reviews one descriptive research and presents their review (3 hours). The instructor advises and selects the first group. The first group wins a research award with the support of the lecturers.

Experiences in the process are shared and Post-tests are applied.

Inclusion criteria

• Students must volunteer to participate in the study.

Exclusion criteria

• Students who decline to participate in the study
• Students who will not be able to participate in the application continuously