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Effectiveness of the Jigsaw Method for Teaching ?Hemorrhage? to Nursing Students: A Pilot Study
Subject area: Biological & Medical Sciences · Area of research: Nursing
DOI: https://doi.org/10.64388/IREV9I6-1712943
Abstract
Active learning strategies are essential in nursing education to improve student engagement and knowledge retention. The jigsaw technique, originally developed by Aronson, organizes learners into groups where each becomes an ?expert? on a subtopic and then teaches peers. Research in nursing and allied health sciences reports mixed but generally positive outcomes of jigsaw, with evidence of improved achievement and teamwork skills. This study aimed to evaluate the effectiveness of a jigsaw session on hemorrhage for nursing students. Method: A quasi?experimental single?group pretest?posttest study was conducted in the Department of Child Health Nursing of selected College of Nursing, during July 2025. Twenty?two nursing students consented to participate. Students were divided into four groups of 4?5 members. The topic ?hemorrhage? was divided into four subtopics: classification, assessment, management, and documentation. Students studied in expert groups and taught peers in home groups. The investigator facilitated synthesis. An investigator? developed structured knowledge questionnaire was administered before and after the session. Data were analyzed using EZR software using paired?sample t?test; p<0.05 was considered significant. Results: All 22 students completed the study. The mean pretest score was 6.77 (SD 1.34) and posttest 7.50 (SD 0.96). The mean difference of 0.73 was statistically significant (p=0.008), indicating improved knowledge following the jigsaw session. Discussion: This study showed that a single jigsaw session improved immediate knowledge of hemorrhage among nursing students. Strengths of this study include its practical design and clinical relevance. Limitations include small sample size, lack of control group, and immediate posttest only.
References
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How to cite this paper
@article{1712943,
author = {Linta Baby, Geethu Baby, Sneha Joy},
title = {Effectiveness of the Jigsaw Method for Teaching ?Hemorrhage? to Nursing Students: A Pilot Study},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {6},
pages = {1186-1188},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1712943.pdf},
abstract = {Active learning strategies are essential in nursing education to improve student engagement and knowledge retention. The jigsaw technique, originally developed by Aronson, organizes learners into groups where each becomes an ?expert? on a subtopic and then teaches peers. Research in nursing and allied health sciences reports mixed but generally positive outcomes of jigsaw, with evidence of improved achievement and teamwork skills. This study aimed to evaluate the effectiveness of a jigsaw session on hemorrhage for nursing students. Method: A quasi?experimental single?group pretest?posttest study was conducted in the Department of Child Health Nursing of selected College of Nursing, during July 2025. Twenty?two nursing students consented to participate. Students were divided into four groups of 4?5 members. The topic ?hemorrhage? was divided into four subtopics: classification, assessment, management, and documentation. Students studied in expert groups and taught peers in home groups. The investigator facilitated synthesis. An investigator? developed structured knowledge questionnaire was administered before and after the session. Data were analyzed using EZR software using paired?sample t?test; p<0.05 was considered significant. Results: All 22 students completed the study. The mean pretest score was 6.77 (SD 1.34) and posttest 7.50 (SD 0.96). The mean difference of 0.73 was statistically significant (p=0.008), indicating improved knowledge following the jigsaw session. Discussion: This study showed that a single jigsaw session improved immediate knowledge of hemorrhage among nursing students. Strengths of this study include its practical design and clinical relevance. Limitations include small sample size, lack of control group, and immediate posttest only.},
month = {December},
doi = {https://doi.org/10.64388/IREV9I6-1712943}
}