This randomized controlled experimental study aims to evaluate the effectiveness of a training program based on the Jigsaw teaching technique and scenario-based learning in improving the peripheral intravenous catheterization skill levels of first-year nursing students. Participants will be randomly assigned to either the intervention group, receiving Jigsaw-based collaborative learning combined with clinical scenarios, or the control group receiving traditional skills training. The primary outcome is the improvement in students' clinical skill performance as measured by a standardized skill assessment checklist. The study seeks to determine whether innovative, active learning methods can enhance fundamental nursing skills training
Volunteering to participate in research
To be a first-year Nursing student
To be taking the Nursing Fundamentals-II course for the first time
To be a smart phone or computerVolunteering to participate in resrs a day
Being a foreign national (due to the risk of having language problems)
To have received high school and associate degree education in the field of Public health