Background: Jigsaw is a simple cooperative teaching strategy that can make students interested
in learning activities. Aim of the study: Was to evaluate effect of Jigsaw cooperative learning strategy
on students' knowledge, satisfaction and self-confidence in maternity nursing education. Setting: The
study was conducted at Benha technical health institute in Qalyubia governorate. Research design: A
quasi-experimental study was utilized to conduct the study. Sample: A systematic random sample was
used included 200 nursing students who selected and divided equally into two groups control and study
groups. Tools of data collection: Four tools were used: Tool I): A structured self-administrated
questionnaire: included general characteristics of the technical nursing institute students. Tool II):
Assessment Knowledge Questionnaire. Tool III): Satisfaction and Self-confidence Questionnaire. Tool
IV): Cooperative Jigsaw opinion scale. Results: The present study results revealed that, the mean score
of maternity nursing students’ knowledge regarding normal puerperium was statistically higher in the
study group compared to control group at post and follow up phase of the Jigsaw learning strategy
implementation (P < 0.01). Also, there was a highly statistically significant difference between study
and control group regarding all items of satisfaction and self-confidence post intervention (P < 0.01).
Moreover, more than three quarters of the study group had satisfactory opinion regarding Jigsaw
learning strategy. Conclusion: The Jigsaw learning strategy was significantly more effective in
improving maternity nursing students’ knowledge, satisfaction and self-confidence.
Recommendations: apply cooperative jigsaw learning strategy as a teaching method in nursing
student curriculums. |
