Jigsaw Cooperative Learning for Pediatric Pain Education in Undergraduate Nursing Students

Condition(s) studied

Investigational drug(s) / intervention(s)

Jigsaw cooperative learning: Educational intervention based on the Jigsaw cooperative learning technique

Traditional Lecture-Based Education: Conventional lecture-based teaching covering identical educational content

Study summary

Background

Despite growing evidence supporting active learning methodologies in nursing education, limited evidence is available regarding the effectiveness of the Jigsaw cooperative learning technique in improving undergraduate nursing students' competencies in pediatric pain management.

Objective

To evaluate whether the Jigsaw cooperative learning method improves nursing students' knowledge and attitudes regarding pediatric pain management compared with traditional lecture-based education.

Methods

This multicenter, parallel-group randomized controlled trial will be conducted among third-year undergraduate nursing students from the University of Perugia and Unilink University (Italy). Participants will be randomly allocated (1:1) to either a Jigsaw-based educational intervention or traditional lecture-based teaching. Knowledge and attitudes will be assessed using the Italian validated Pediatric Nurses' Knowledge and Attitudes Survey Regarding Pain (PNKAS) at baseline (T0), immediately after the intervention (T1), and 30 days later (T2). Student satisfaction will also be evaluated using a Visual Analogue Scale (VAS).

Eligibility

Primary outcome measure(s)

• Total Pediatric Nurses' Knowledge and Attitudes Survey Regarding Pain (PNKAS) score. — Immediately after intervention (T1)
  Total score on the Pediatric Nurses' Knowledge and Attitudes Survey Regarding Pain (PNKAS). The PNKAS consists of 42 items with a total score ranging from 0 to 42, where higher scores indicate greater knowledge and more appropriate attitudes toward pediatric pain management.

Trial sites (1)

More University of Rome Tor Vergata trials in Italy