Özet:

Background/Objectives: The present research objective is to evaluate its effectiveness by applying Jigsaw cooperative learning to simulation practice as a way to enhance learning competencies. Methods/Statistical analysis: The design of this study is an experimental study of design pre- and post-non-equivalence controls. The subjects are 129 nursing students who are in their third year in a nursing college in South Korea and are taking simulation practice courses.  The difference test between the experimental and control groups was analyzed using independent t-test, and the pre-post difference comparison was analyzed using paired t-test. Findings: The experimental group was 68 and the control group was 61. Pre-intervention learning competencies were measured to verify the homogeneity of the control and experimental groups. The learning competency of the experiment group is 317.4±25.02 (t=-1.526, p=.130), the control group had a learning competency of 310.5±26.39. After the intervention, competency of the experimental group scored higher than the control group, which was statistically significant (t=-2.144, p=.034). This confirmed that the homogeneity of the experimental and control groups was secured. Cognitive domain is concerned, which is a sub-region of learning competence, the difference between the two groups after the experiment was not statistically significant (t=-0.564, p=.574). The learning motivation domain is divided into emotion and motivation, and in the motivation domain, both control and experimental groups had higher after intervention than base-line, and were statistically significant (t=-2.298, p=.025). Learning behavior domains are separated into in-class and out-of-class domains, with high scores from experimental groups in-class and out-of-class learning behavior domains, which were statistically significant (t=-2.100, p=.038). Improvements/Applications: Based on these results, we hope that it is helpful to develop a teaching and learning program that can improve the quality of nursing education, nursing quality.  

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