The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study.
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| Title: | The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study. |
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| Authors: | Yalcinturk, Aydan Akkurt, Babaoglu, Elcin, Sipahi, Asli Zeynep, Gures, Emel Erdeniz, Dogan, Selma, Ramos-Pichardo, Juan Diego |
| Source: | Perspectives in Psychiatric Care. 12/24/2024, Vol. 2024, p1-8. 8p. |
| Subjects: | Psychiatry, Philosophy of education, Academic medical centers, T-test (Statistics), Educational outcomes, Health occupations students, Human beings, Statistical sampling, Randomized controlled trials, Descriptive statistics, Chi-squared test, Mann Whitney U Test, Games, Control groups, Pre-tests & post-tests, Learning strategies, College students, Data analysis software, Confidence intervals, Nursing students |
| Geographic Terms: | Turkey |
| Abstract: | Background: Psychiatric symptoms assess and make sense of abnormal and pathological human behaviors and subjectivity and form the basis of psychiatry. Students are often confused during this process because psychiatric symptoms faced in a mental state examination are a complex procedure with their terminology. Because of the complexity and originality of psychiatric signs and symptoms, students have difficulty learning these concepts. The aim of the research is to examine the effect of the crossword puzzle technique on nursing students' knowledge levels of psychiatric concepts. Methods: The study was conducted in the Nursing Department of the Faculty of Health Sciences, Nursing 4th grade department of a foundation university in Turkey. A total of 90 students who took psychiatric nursing courses participated in the study. Students were randomly assigned to intervention (n = 45) and control groups (n = 45). A total of 6 crossword puzzles were applied to the students in the intervention group. "Information Form for Psychiatric Concepts" was applied to both groups in the pretest and posttest. Results: After the theoretical lessons and puzzle applications, the mean score of the students in the intervention group (81.95 ± 7.69) was found to be significantly higher than the students in the control group (77.53 ± 7.41) (p < 0.05). Conclusions: It was found that the use of the puzzle method was effective in increasing the knowledge level of nursing students about the psychiatric concepts. Trial Registration: ClinicalTrials.gov identifier: NCT05689489. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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