Abstract

Background and objective: Clinical education is one of the most important and determining parts of nursing education. Success in this path requires the adopting effective approaches, which create required preparation in learners in line with the today's knowledge and in accordance with new needs of clients and patients. The objective of this study was to examine the effect of jigsaw cooperative learning method as a new model of education on clinical competency of nursing students. Methodology: In a quasi-experimental study with pre-test and post-test design, 70 nursing students, studying in semesters 6 and 8, were selected by using census method. Then, each semester students were randomly divided into four groups (each group contained 6 to 10 subjects). Then, they were assigned into two groups of control (n=34) and experimental (n=36). After performing the pre-test of cognitive skills, the students of the control group received clinical education for 15 days using conventional method and students of experimental group received jigsaw cooperative learning method for 15 days. Finally, the students' cognitive skills were tested with a post-test and their behavioural skills were tested with a checklist. Data were analyzed using SPSS 19 software and descriptive statistics (frequency distribution, mean and standard deviation), and inferential statistics (Chi-square test, independent t-test and paired t-test). Results: The results revealed that the jigsaw cooperative learning method is effective in improving students' knowledge and skills. Examining the mean scores of performance before and after jigsaw cooperative learning method showed significant difference. Comparison of clinical competency of nursing students before and after implementing the conventional learning method and jigsaw cooperative learning method showed a significant difference. Conclusion: The jigsaw cooperative learning method provides a high level of learning for students and it seems that this method structure to provide the maximum opportunities for learning and professional development and clinical competency.