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Views of students on the use of crossword and word search puzzle as a teaching technique in nursing education: A mixed-method study
Abstract
Background
The use of puzzles in education helps to improve, consolidate and ensure the permanence of the learned information and increases the motivation of students toward the lesson.
Objectives
This study was conducted to determine the views of nursing students on crossword and word search puzzles used within the scope of the course.
Design
A descriptive and qualitative design mixed-method study.
Setting
Department of Nursing, Faculty of Health Sciences, Ankara, Turkey.
Participants
A total of 96 students who agreed to participate in the study and completed all the puzzles were included in the quantitative phase of the study while 21 students who were assigned to the focus groups by simple randomization method participated in the qualitative phase.
Methods
In the study, 3 different puzzle booklets (2 word search puzzles, 2 crosswords, a total of 4 puzzles) were applied to the students four weeks apart during the semester. The data of the descriptive phase of the study were collected with the personal information form. In the qualitative phase of the study, two focus group meetings were conducted and the obtained statements were evaluated using the thematic analysis method.
Results
The students stated that the puzzles included what they needed to learn in the lesson, that they have learned useful information and that they understood the topics they needed to learn in the lesson. Four categories were determined as a result of the qualitative phase of the study: the feelings you get while solving a puzzle, the puzzle with its advantages, the puzzle with its difficulties, and the skills I have developed.
Conclusions
The students stated that they recommend the use of puzzles, that lessons become entertaining, learning becomes easier, their motivation increases and that puzzles provide the memorability of information.
... WPP (see Supplementary Material Figure S3) has been reported to increase the motivation of students towards lessons [47,48]. According to Kalkan's study [48], students stated that solving puzzles increases their motivation for improvement and influences them to remember the information they have learned. ...
... WPP (see Supplementary Material Figure S3) has been reported to increase the motivation of students towards lessons [47,48]. According to Kalkan's study [48], students stated that solving puzzles increases their motivation for improvement and influences them to remember the information they have learned. The board game has been an effective learning tool for mastering English vocabulary in schools [47,49], and word search puzzles can be effective as a teaching technique in nursing education [48]. ...
... According to Kalkan's study [48], students stated that solving puzzles increases their motivation for improvement and influences them to remember the information they have learned. The board game has been an effective learning tool for mastering English vocabulary in schools [47,49], and word search puzzles can be effective as a teaching technique in nursing education [48]. WPP consisted of water pollutant words like Pesticides, Domestic waste, and Clinical waste hidden within a grid of letters. ...
In the Ugandan curriculum, theoretical teaching predominates in conveying water-related topics due to its efficiency and low resource requirements. However, this teacher-centred approach limits student interaction and collaborative learning. Conversely, game-based learning can enhance social skills, critical thinking, and engagement, yet it remains underutilised in Ugandan education. To address this gap, this study developed three educational games: Water Conservation Snakes and Ladders (WCSL), Water Awareness Quartet Cards (WAQC), and Water Pollution Puzzle (WPP). These games were implemented in four schools—three primary and one secondary—where students engaged in competitive, team-based play. The impact of these games on learning outcomes was assessed through pre- and post-test questionnaires. Descriptive and thematic analysis indicated a significant positive effect, with WAQC showing a 25% greater influence on performance than WCSL (18%) and WPP (14%). The findings also underscored the importance of age in determining game acceptability and enjoyment. To enhance education on water-related issues, it is recommended that these topics be integrated into both Science and Social Studies curricula and taught consistently across academic terms. Ultimately, the Ugandan government should consider incorporating game-based learning strategies into schools to improve student engagement and learning in water resource management.
... Students will therefore feel more challenged when working on issues presented by the teacher after utilizing this crossword game. Additionally, because this might reduce pupils' boredom, they will comprehend the content that has been presented better than who only answer questions provided with a multiple-choice problem model or description (Kalkan et al., 2022;Nurhayati et al., 2019;Rohman et al., 2021). This is because by utilizing this medium, kids learn to recall, comprehend, and match words to the name and purpose of the item Sujarwo et al., 2019). ...
... However, they have not yet been well explored as a learning tool in Indonesia subject especially in Elementary school (Ritonga et al., 2021;Samsuddin et al., 2021). Some previous studies found that the students stated that The puzzles tested their understanding of the topics they needed to learn in the lesson as well as what they needed to learn in the lesson (Kalkan et al., 2022). This was supported by research, which revealed that using crossword puzzles to teach maharah qira'ah had surpassed HOTS standards and demonstrated that learning is student-centered. ...
... It enhances pupils' performance, critical thinking, and memory while being enjoyable (Agarwal et al., 2020;Syofiani et al., 2018). Some previous studies results stated that the students encourage the use of puzzles so that classes are fun, learning is made easier, students' motivation is increased, and puzzles help to make material memorable (Kalkan et al., 2022). This study was reinforced by another study that revealed employing puzzles will be introduced to other educators as a beneficial source of inspiration for their instruction (Milkova et al., 2015). ...
Learning Model requires coaching and developing students' thinking skills, especially in the cognitive domain to combine playing with learning. Students are engaged in learning using the crossword puzzle method, both mentally and physically. The purpose of this study is to analyze the impact of the crossword puzzle model on students' interest to learn Indonesian based on how well students can read. This study employed a quasi-experimental experimental design. All 35 samples of third-grade pupils served as the study's subjects. Data collection techniques are observation, questionnaire and test and documentation. The data analysis techniques used is descriptive data analysis. According to research findings, adopting the crossword puzzle approach had an impact on students' enthusiasm in learning Indonesian based on literacy. Students' interest in learning Indonesian using crossword puzzle media was higher with an average score of 91.55 if compared with the control class that did not use crossword puzzle media, which was 64.23. It can be concluded that there is a significant effect of crossword puzzle media on students' interest in learning Indonesian. The implication of this study is in available for elementary schools in implementing learning with crossword puzzles, carried out and adapted to the abilities and conditions of students.
... Отдельным видом головоломок, которые используются в образовательном процессе, являются словесные головоломки, в частности кроссворды [14] и игры на поиск слов [13], которые в основном распространены в преподавании и изучении иностранного языка [26] и обучении медицине [27], а также в технических дисциплинах, например, при изучении полупроводников [28]. За исключением отдельных работ, например, статьи «The cryptic crossword puzzle as a useful analogue in teaching programming» Simon [29], в которой 20 лет назад было предложено использовать кроссворды-загадки для обучения программированию начинающих с целью развития аналитического мышления и навыков решения проблем, данные виды головоломок редко используются в обучении программированию, хотя обладают большим потенциалом развития когнитивных способностей [15]. ...
... Использование словесных головоломок улучшает обучение и запоминание информации, ориентирует студентов на базовые тезисы, на которых они должны сосредоточиться, дает хороший обзор материала, изложенного в лекциях [34], делает занятия более интересными и повышает мотивацию обучающихся [27], а также помогает находить выход из различных ситуаций и развивает навыки принятия решений [35]. Эти головоломки применяются как в командной работе, так и для повышения соревновательности в учебном процессе [34]. ...
The use of special computer games in classes increases student engagement and maintains their interest in learning, including learning computer science. Due to the logical and rational nature of solving programming problems, logic games and puzzle games that develop cognitive abilities, logical and algorithmic thinking are well suited for teaching computer science. Considering the popularity of Wordle puzzle game and the fact that word games are very effective for developing cognitive abilities, a gaming chatbot with puzzle tasks organized according to Wordle principles was developed for learning computer science and programming. The aim of the article is to investigate the effect of the developed gaming chatbot on students’ algorithmic and logical thinking.
The study involved 3rd year undergraduate students of the educational program “Information Systems and Technologies”, Faculty of Information Technologies, Moscow Polytechnic University. The students used the gaming chatbot outside of class for 10 days and completed surveys before and after use. The analysis of the students’ surveys showed the impact of this gaming chatbot on the activation of memory, attention and to a greater extent logical thinking of the students, as well as on assessing students’ perception of the complexity of programming, their own knowledge of programming languages and logical thinking skills.
The results of the study expand current ideas regarding the use of gaming chatbots and Wordle-type puzzle tasks in teaching computer science and programming. The presented gaming chatbot will help to increase students’ interest in classes, students’ involvement in the learning process, and ensure the development of their cognitive abilities.
The conclusions of the article may be of practical interest to informatics and programming teachers. They contribute to the development of the direction of building gaming chatbots, as well as the use of word puzzles for teaching computer science.
... It is important in nursing education to focus on student-centered education other than traditional methods to provide students with the behaviors required by the profession and to ensure the permanence of knowledge through learning activities (Kalkan et al., 2022). To realize active learning and increase the quality of education, it is necessary to carry out activities that increase the learning motivation of students (Eyikara and Baykara, 2018;Mshayisa, 2020;Nurhayati et al., 2019;Hung et al., 2020). ...
... The students in the intervention group were asked to solve a total of 6 puzzles, one puzzle each week. Students were not given time because it was stated in the literature that students were worried about not being able to nish the puzzles and that they should be allowed to check their correct answers (Agarwal and Rao, 2017; Abuelo et al., 2016; Kalkan et al., 2022). The answers that should be in the prepared puzzles covered the theoretical course topics of psychiatric nursing. ...
The aim of the study is to examine the effect of using puzzle technique in teaching psychiatric semiology. The sample of the study consisted of 90 students studying in the 4th year of the Nursing Department of a foundation university in Turkey and taking a psychiatric nursing course. Students were randomly assigned to intervention (n=45) and control groups (n=45). “Information Form on Psychiatric Semiology” was applied to both groups in the pre-test. A total of 6 puzzle applications were made to the students in the intervention group. Concepts related to symptoms including mental state and psychopathology are included in the puzzle content. The control group only attended the theoretical course; did not participate in the puzzle application. At the end of 6 weeks, the same information form was applied to both groups again. 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). The difference between the posttest and pretest mean scores was 24.17±10.51 in the intervention group; It was determined that it was 12.26±9.10 in the control group and the difference between pretest and posttest mean scores was statistically significant (p<0.05). Since it is seen that the use of puzzle technique is effective in teaching psychiatric semiology, it is recommended to integrate this method into traditional education methods.
Bu çalışma yarı yapılandırılmış görüşme formunda yer alan sorular ve kardiyovasküler acil durumların bulmaca tekniği ile öğretimine ilişkin öğrencilerin deneyim ve görüşlerini belirlemek amacıyla yapıldı. Araştırmaya kardiyovasküler acil durumlar konusunda eğitim alan 12 öğrenci randomizasyon yöntemiyle seçilmiş ve değerlendirme dört tema altında yapılmıştır. Bunlar, bulmacayı çözerken hissedilen duygular, faydaları ile bulmaca çözmek, zorlukları ile bulmaca çözmek ve bulmaca ile geliştirdiğim becerilerdir. Araştırmaya katılan öğrenciler bulmacaların dersleri eğlenceli hale getirdiğini, öğrenmeyi kolaylaştırdığını, motivasyonlarını artırdığını ve bilgilerin akılda kalıcılığını artırdığını söylemiştir. Sonuç olarak bulmacaların hem eğlenceli bir zaman geçirme aracı olarak hem de öğrenme ve gelişme süreçlerinde önemli bir rol oynadığını göstermektedir.
Aim:
This study was conducted to evaluate the effect of the flipped learning approach on nursing students' learning of patient safety BACKGROUND: Nursing students play an important role in ensuring patient safety. Flipped learning is an effective approach in nursing education related to patient safety. It is a valuable educational approach whose effects should be evaluated and disseminated in the context of patient safety.
Method:
This study had a parallel-group randomised controlled trial design. The study was conducted with first-year nursing students enrolled at a university in Turkey. The traditional educational approach was used to teach patient safety in the control group (n = 44) and flipped learning approach was used in the intervention group (n = 45). Data were collected using a demographic information form, achievement test and Patient Safety Competency Self-Evaluation Scale. Data were collected at baseline, after intervention and 6 weeks after intervention.
Results:
The intervention group obtained significantly higher mean total scores in the achievement test (post-test and follow-up test, p < 0.001) and the Patient Safety Competence Self-Evaluation Scale than the control group (first measurement and second measurement, p < 0.001).
Conclusion:
Flipped learning positively affected students' knowledge of patient safety and their self-assessment of knowledge-skill-attitudes. It is recommended that the flipped learning approach be used to teach patient safety.
Background:
Nursing students encounter various terms and concepts during their undergraduate education. Repeating and reinforcing these terms and concepts is challenging. Active learning strategies are recommended to enhance students' effectiveness, productivity and interest in the learning process in undergraduate education.
Aim:
This study aims to investigate the effect of crossword puzzles on nursing students' learning success and knowledge retention of the concepts related to the pain management course.
Design:
The study was conducted as a randomized controlled trial.
Settings:
The study was conducted in the nursing department of a state university in the southern region of Turkey.
Participants:
The study involved 72 s-year nursing students who were enrolled in the Pain Management course.
Methods:
Data were collected using a "Personal Information Form" and three different "Pain Management Knowledge Tests." While the control group received only the standard lecture technique as a traditional method, the experimental group was exposed to crossword puzzles as an active learning method for three lesson hours following the standard lecture technique. Research data were collected between November and December 2022 in the classroom. Descriptive statistics, the Independent Samples t-test, Repeated Measures ANOVA test and Pearson's chi-squared test were employed for data analysis.
Results:
There was no significant difference between the pre-test and first post-test mean scores of both groups (p ˃ 0.05). However, the second post-test scores of the experimental group were significantly higher than those of the control group (p < 0.05).
Conclusion:
The use of crossword puzzles positively affected nursing students' knowledge levels regarding concepts related to the pain management course.
Clinical trials registry:
NCT05424770.
Aim:
The study was planned to determine the effect of crossword puzzle activity in distance education on nursing students' problem-solving and clinical decision-making skills.
Background:
In online education, increasing nursing students' learning skills, motivations and participation is important.
Design:
The study is a randomized-controlled trial.
Method:
The study sample consisted of 132 nursing students registered to the Pediatric Nursing distance course in the 2020-2021 academic year. 20 students who were assigned to the control group did not agree to participate in the study and did not fill in the data form. Accordingly, the study was completed with the participation of 112 students, with 66 students in the experimental group and 46 students in the control group. In the 14-week distance education, 20-question crossword puzzle activity per unit was applied to the students in the experimental group. The standards for reporting consort guidelines for reporting parallel group randomized trials were used to report this research. The students in the control group were taught in the form of presentation. At the beginning and end of the study, CDMNS and PSI were applied to the students. Ethics committee approval (Number: 2021/79) was obtained from the relevant university to conduct the research.
Results:
A statistically significant difference was found between pretest and posttest scores of the experimental group in PSI and CDMNS scales (p < 0.001).
Conclusion:
Crossword puzzle activity used in distance education developed the students' problem-solving and clinical decision-making skills.
Background: As per Medical Council of India (MCI) for setting teaching learning standards according to
need of society, now has focus shift from traditional teaching methods to adopting teaching learning method
that is been termed as competency-based learning. Faculty training programme by MCI are also providing
the right platform for learning the new methodology in medical education.
Objectives: To prepare an interesting and effective tool in assessing the knowledge of Forensic
medicine among the medical undergraduate students to produce competent and confident Indian Medical
Undergraduates.
Methodology: Crossword puzzle exercise was given to 2nd year students, who were in 5th semester. 38
students participated in this study. A questionnaire was given to the participants to evaluate the response
consisting of 15 questions; responses were obtained on Likert scale 5 to 0.
Results: Out of 38 students 92% of students found the puzzle interesting. 76.4% students found this puzzle
as a useful tool to learn forensic medicine. 73% students agreed it to be a useful tool for the assessment of
their knowledge. 81% students were in favour to use such puzzle in competitive exams. In terms of retaining
the knowledge of topics, 84 % students found this puzzle useful.
Conclusion: Crossword puzzle improves memory power, performance and critical thinking of students with
fun. This can be tried as a question in periodic internal examination for internal assessment as well as well
as for the purpose of structured viva examination in university examination.
Eğitimde yenilikçi paradigmaların giderek daha fazla önem kazanmasıyla birlikte öğretim teknolojileri eğitime yerleşmeye devam etmektedir. Öğretim teknolojilerinin eğitimde kullanılması; öğrencilerin öğrenmeye aktif katılmasını, öğrenmenin kalıcı olmasını ve eğitimin niteliğinin artmasını sağlamaktadır. Bu makalenin amacı; duygu, değer ve tutum gibi bireysel özelliklerin ön plana çıktığı duyuşsal alanın öğrencilerin öğretimi sırasında harekete geçirilmesinde öğretim teknolojilerinin yararını ortaya koymaktır. Öğretim sırasında kullanılan mobil teknolojiler, simülasyonlar, bilgisayar modelleri, EDpuzzle, Instagram, Kahoot, dijital öyküleme araçları gibi öğretim teknolojileri ve güncel programlar, öğrencilerin dikkatini, ilgisini, motivasyonunu ve memnuniyetini arttırmaktadır. Bu bağlamda; hemşire eğitimciler, çağın getirdiği yenilikçi eğitimi takip ederek öğretim teknolojilerini kullanmayı benimsemeli, desteklemeli ve sürekli mesleki gelişim etkinlikleriyle kendini geliştirmelidir.
ABSTRACT
With increasingly becoming more importance of innovative paradigms in education, instructional technologies continue to settle in education. Using instructional technologies in education provides active participation of students in learning, permanent learning, and increasing the quality of education. The purpose of this article is to reveal the benefits of instructional technologies to stimulate affective domain in which individual characteristics such as emotions, values and attitudes come to the forefront during the teaching of students. Instructional technologies and current programs such as mobile technologies, simulations, computer models, EDpuzzle, Instagram, Kahoot, digital storytelling tools used during teaching increase the students' attention, interest, motivation and satisfaction. In this context; nursing educators should adopt/support the use of instructional technologies by following the innovative education provided by the era and should improve themselves through continuous professional development activities.
In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students’ perceptions of Plickers and crossword puzzles as low‐cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed‐method survey consisting of a 5‐point Likert scale and open‐ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low‐cost alternative to the limitations encapsulated by didactic pedagogy.
Abstract
Crossword puzzle strategy is one strategy of active learning that involves all students to actively think by filling out crossword puzzles prepared by the teacher. So that students are expected to be more enthusiastic in participating in learning. This study aims to examine the effect of applying the crossword puzzle strategy to students' learning motivation in science learning. The research method used is a quantitative method, with the design of one-shoot case study. The population in this study were all students of class amounting to 21 students, and using saturated sampling in determining the sample. Data collection techniques used are structured observation, questionnaires, and documentation. Furthermore, the results of the research data were tested using regression tests. The results showed that the significance value of regression test was 0,000. Because significant values is smaller than 0.05 and t count (4.316) is greater than t table (1.72913), it can be concluded that Ha is accepted and Ho is rejected. This means that the implementation of crossword puzzle strategy has a significant effect on students' learning motivation in science learning.
Keywords: crossword puzzle, students’ learning motivation, science learning.
Abstrak
Strategi crossword puzzle adalah salah satu strategi pembelajaran aktif yang melibatkan semua peserta didik untuk aktif berfikir dengan mengisi teka teki silang yang telah disiapkan oleh guru. Sehingga diharapkan peserta didik menjadi lebih antusias dalam mengikuti pembelajaran. Penelitian ini bertujuan untuk meneliti tentang pengaruh penerapan strategi crossword puzzle terhadap motivasi belajar siswa pada mata pelajaran IPA. Metode penelitian yang digunakan adalah metode kuantitatif, dengan desain one-shoot case study. Populasi dalam penelitian ini adalah semua siswa kelas V yang berjumlah 21 siswa, dan menggunakan sampling jenuh dalam menentukan sampelnya. Teknik pengumpulan data yang digunakan adalah observasi, angket dan dokumentasi. Selanjutnya data hasil penelitian diuji menggunakan uji regresi. Hasil penelitian menunjukkan bahwa nilai signifikansi pada uji regresi sebesar 0,000. Karena nilai signifikansi lebih kecil dari 0,05 dan t hitung (4.316) lebih besar dari t tabel (1.72913), maka dapat disimpulkan bahwa Ha diterima dan Ho ditolak. Hal ini berarti bahwa penerapan strategi crossword puzzle berpengaruh signifikan terhadap motivasi belajar siswa pada mata pelajaran IPA.
Kata kunci: crossword puzzle, motivasi belajar siswa, pembelajaran IPA.
Introduction:
Pharmacology is perceived as a volatile subject as it's difficult to recall and recite the core of the subject. Enriching the learning environment through incorporation of a variety of teaching and learning strategies and methods yields enhanced learning. Crossword puzzles provide expansion of vocabulary, stimulate thinking capacity, boost confidence, and fasten up the learning capacity; hence, the present study was conducted to investigate the usefulness of crossword puzzle as an innovative self-learning tool in pharmacology.
Methods:
This prospective study was conducted among 5th semester students of the second professional MBBS course. A total of 139 students participated in this study and were evaluated with formative examination and feedback questionnaire. Permission was taken from Institutional Ethics Committee for the study. A crossword puzzle consisting of 32 questions on endocrine pharmacology was prepared and divided into two sections: the across section had 17 questions and the down section contained 15 questions. The data were analyzed, using Graph Pad Software and presented as percentage of the responses.
Results:
On average, out of 32 questions, one mark each, the students scored 52.69% and all students responded correctly on questions on the topic of hormonal contraceptives. 75.5% of the students had an enjoyable experience and the majority of them agreed that it helped them enhance their knowledge of drugs, remember diseases and drug names, and overall learning about the topic. They were also of the opinion that this should be inculcated in pharmacology curriculum.
Conclusion:
Incorporation of crossword puzzles, as an adjunct tool, was useful as majority of the students reported that this improved their attitude of learning, thereby improving their performance.
Background: Incorporation of active-learning methods into classroom allows students to be motivated and enhances their learning experience. Crossword puzzles are found to be an interesting educational tool for teaching medical students as it evokes interest, motivates, enhances their critical thinking, allows a better understanding of concepts, and helps in reinforcing the material acquired during lecture. Aims and Objectives of the research work was intended to implement and evaluate the use of crossword puzzle as a tool in effective learning of Microbiology and Immunology.Methods: Using free online resources, crossword puzzles were created and provided to the students during microbiology and immunology lectures. Students’ perceptions of the crossword puzzle activity were assessed through an 8-item questionnaire using a 5-point Likert scale. The data was collected, tabulated, and statistically analyzed.Results: More than 85% of the students indicated that crossword puzzles enhanced their learning, oriented them to the important topics, and served as good tool in effective learning of microbiology and immunology.Conclusions: Students perceived that crossword puzzles enhanced their learning of microbiology and immunology. Use of crossword puzzles provides a simple, creative, and effective means to incorporate active learning of microbiology and immunology in the classroom.
The aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. To evaluate short-term learning, the number of wrong answers and grades in the assessment exercise were compared between the control and game groups. To evaluate medium-term learning, we compared the grades obtained by students of the control and game groups in questions about cardiac physiology that formed part of the academic exam. In the assessment exercise, the game group presented a lower number of errors and higher score compared with the control group. In the academic exam, applied after both groups had used the puzzle, there was no difference in the scores obtained by the control and game groups in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology compared with those not using the puzzle.
Appropriate terminology is essential for successful communication among health professionals. However, students have traditionally been encouraged to learn terminology by rote memorization and recall, strategies that students try to avoid. The use of crossword puzzles as a learning tool has been evaluated in other education disciplines, but not for terminology related to veterinary science. Hence, the objective of this study was to test whether crossword puzzles might be an effective aid to learning veterinary terminology. Forty-two first-year students enrolled in a Bachelor of Veterinary Science program were randomly divided into two groups and their previous knowledge of veterinary terms tested. One group received a list of 30 terms with their definitions. The other group received the same list plus six specially designed puzzles incorporating these 30 terms. After 50 minutes, both groups completed a post-intervention test and the results were compared statistically. The results showed that the students using the crossword puzzles performed better in the post-intervention test, correctly retaining more terms than the students using only rote learning. In addition, qualitative data, gathered through an electronic survey and focus group discussions, revealed a positive attitude among students toward the use of crossword puzzles.
Purpose
– The purpose of this study is to determine whether the use of online puzzles in the instructional process has an effect on student achievement and learning retention. This study examined students ' perception and experiences on use of puzzle as an alternative evaluation tool. To achieve this aim, the following hypotheses were tested: using puzzle activities in lessons increases student achievement, using puzzle activities in lessons increases retention of information learned by the students and students have positive attitudes toward using puzzle activities in lessons. This study uses an online puzzle system (OPS) by which instructors can prepare puzzle activities for students to solve online. The technical and functional properties of the OPS developed and used are beyond the scope of this study.
Design/methodology/approach
– A pre- and post-test with control group experimental research design was implemented. Study participants were tenth-grade students in the Information Technologies Department of Gazi Anatolia Technical and Industrial Vocational School in Elazig during the 2011-2012 year. Thirty students each were chosen for the experimental and control groups, totaling 60 students. During the study, a traditional instruction method was used for the control group, while the experimental group received both traditional instruction and performed activities using the OPS. The subject Fundamentals of Networking was chosen, and the implementation period lasted six weeks. Four weeks after completion of the study, the achievement level of students was calculated again to test learning retention.
Findings
– The first hypothesis of the study is, “Using puzzle activities in the lessons increases the achievement of the students”. In the teaching of the Networking Fundamentals Module of Information Technologies Course for tenth graders, a significant difference in favor of the experimental group was seen, where online puzzle activities were used in terms of student achievement. The second hypothesis of the study is, “Using puzzle activities in the lessons increase the retention of the information learned by the students”. Four weeks after completion of the study, the achievement levels of the students were calculated again to test learning retention. The learning retention of the students in the experimental group is higher than that of the students in the control group. In addition, students in the experimental group had positive attitudes toward online puzzle activities. Doing online puzzle activities accelerates learning for students and helps them learn networking terms by creating an enjoyable environment.
Research limitations/implications
– The current study was limited to six weeks of implementation during the 2011-2012 school year at Gazi Anatolia Technical and Industrial Vocational High School in Elazig. Similar studies could be conducted in other schools for longer periods and at different levels, so the findings can be compared with those of the current study. This study is further limited to an Information Technologies Course. Studies can be conducted with various courses using appropriate online puzzle activities. Puzzle types other than the crossword used in the OPS of the current study should be developed and added. The system should also be developed by visual multimedia objects, allowing it to be more interactive. Moreover, in the development process of such an OPS, educators, software designers, psychologists and scholars from other fields should work together. Usability tests should be conducted to improve user-friendliness of the system by adding various features related to functionality and visuality.
Practical implications
– From the findings of the study, it can be concluded that online puzzle activities help students understand subjects better and aid in exam preparation. Moreover, these activities are effective for students in terms of increasing understanding and retention of learned terms in and outside class, forming valuable learning experiences. Doing online puzzle activities in class as a course-end activity can be said to be more effective in students’ learning than doing them outside of class. Crossword puzzles offer opportunities for students to accelerate learning by quickly mastering new words and phrases and by directing students to more actively interact with computer-related vocabulary and terminology as compared with the rote learning method.
Originality/value
– Paper-based puzzles are frequently used, and there are few Web-based puzzles. Despite their frequent use, preparing and evaluating paper-based puzzles can require a significant time investment; another disadvantage is the lack of immediate feedback. Based on the literature review, there is no dynamic OPS used for educational purposes. This study uses an OPS by which instructors can prepare puzzle activities for students to solve online. The originality of this study is OPS features and puzzle generation mechanism. The system presents a user-friendly interface with Turkish character (or any language) support and number-writing properties.
The aim of the present article is to describe a puzzle developed for use in teaching cardiac physiology classes. The puzzle presents figures of phases of the cardiac cycle and a table with five columns: phases of cardiac cycle, atrial state, ventricular state, state of atrioventricular valves, and pulmonary and aortic valves. Chips are provided for use to complete the table. Students are requested to discuss which is the correct sequence of figures indicating the phases of cardiac cycle. Afterward, they should complete the table with the chips. Students of biology, dentistry, medicine, pharmacy, and nursing graduation courses from seven institutions performed the puzzle evaluation. They were invited to indicate whether the puzzle had been useful for learning about the subject by filling one of four alternatives. Of the students, 4.6% answered that it was not necessary but helped them to confirm what they had learned, 64.5% reported that although they had previously understood the cardiac cycle, the puzzle helped them to solve doubts and promoted a better understanding of it, and 30.9% said that they needed the puzzle to understand the cardiac cycle, without differences among courses, institutions, and course semesters. The results of the present study suggest that a simple and inexpensive puzzle may be useful as an active learning methodology applied after the theoretical lecture, as a complementary tool for studying cardiac cycle physiology.
Copyright © 2015 The American Physiological Society.
Evaluating the quality of research is essential if findings are to be utilised in practice and incorporated into care delivery. In a previous article we explored ‘bias’ across research designs and outlined strategies to minimise bias.1 The aim of this article is to further outline rigour, or the integrity in which a study is conducted, and ensure the credibility of findings in relation to qualitative research. Concepts such as reliability, validity and generalisability typically associated with quantitative research and alternative terminology will be compared in relation to their application to qualitative research. In addition, some of the strategies adopted by qualitative researchers to enhance the credibility of their research are outlined.
Qualitative content analysis is commonly used for analyzing qualitative data. However, few articles have examined the trustworthiness of its use in nursing science studies. The trustworthiness of qualitative content analysis is often presented by using terms such as credibility, dependability, conformability, transferability, and authenticity. This article focuses on trustworthiness based on a review of previous studies, our own experiences, and methodological textbooks. Trustworthiness was described for the main qualitative content analysis phases from data collection to reporting of the results. We concluded that it is important to scrutinize the trustworthiness of every phase of the analysis process, including the preparation, organization, and reporting of results. Together, these phases should give a reader a clear indication of the overall trustworthiness of the study. Based on our findings, we compiled a checklist for researchers attempting to improve the trustworthiness of a content analysis study. The discussion in this article helps to clarify how content analysis should be reported in a valid and understandable manner, which would be of particular benefit to reviewers of scientific articles. Furthermore, we discuss that it is often difficult to evaluate the trustworthiness of qualitative content analysis studies because of defective data collection method description and/or analysis description.
Qualitative research explores complex phenomena encountered by clinicians, health care providers, policy makers and consumers. Although partial checklists are available, no consolidated reporting framework exists for any type of qualitative design.
To develop a checklist for explicit and comprehensive reporting of qualitative studies (in depth interviews and focus groups).
We performed a comprehensive search in Cochrane and Campbell Protocols, Medline, CINAHL, systematic reviews of qualitative studies, author or reviewer guidelines of major medical journals and reference lists of relevant publications for existing checklists used to assess qualitative studies. Seventy-six items from 22 checklists were compiled into a comprehensive list. All items were grouped into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. Duplicate items and those that were ambiguous, too broadly defined and impractical to assess were removed.
Items most frequently included in the checklists related to sampling method, setting for data collection, method of data collection, respondent validation of findings, method of recording data, description of the derivation of themes and inclusion of supporting quotations. We grouped all items into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting.
The criteria included in COREQ, a 32-item checklist, can help researchers to report important aspects of the research team, study methods, context of the study, findings, analysis and interpretations.
Learner-centred education has been shown to be an effective teaching method in the healthcare disciplines that integrate practical skills and theoretical knowledge. However, the elements of learner-centred education that influence students' motivation and engagement in learning remain unclear. In this descriptive qualitative research study, 43 nursing students in a baccalaureate nursing programme in Hong Kong who enrolled in a disaster and trauma nursing course were recruited through purposive sampling. Data were collected through semi-structured, face-to-face, focus group interviews. The transcribed interviews were interpreted through the use of qualitative analysis. This study revealed that adopting learner-centred education techniques in a disaster nursing course could cater to the hedonic nature and practical nature of learning disaster nursing, which consequently strengthens student's motivation and engagement in learning. The findings also suggested that learner-centred education could improve nursing students' learning experience and promote their transformation from passive and receptive students into proactive learners. The present study provides a greater and more focused understanding of the elements of learner-centred education that promote motivation and engagement in learning among nursing students. This study could offer insights into the development and evaluation of disaster nursing courses and other subjects in the undergraduate nursing curriculum.
Objective
This study was conducted to investigate if crossword puzzles as active learning tools can improve the knowledge retention of nursing students in pharmacology of epilepsy and improve their performance in writing the correct spelling of antiepileptic drugs (AEDs).
Methods
The present study was a randomized controlled prospective parallel study in which a control group design with pretests and posttests were used among nursing students. Students were randomly allocated to either control group (n = 114) who received routine learning or intervention group (n = 110) who received crossword puzzles. Both control and intervention groups had to complete multiple-choice question (MCQs) and spelling pretests and posttests.
Results
Scores of the MCQs and spelling pretests were not statistically different (p-value > 0.05) for participants in all achievement categories in both control and intervention groups. In the intervention group, scores in the first and second MCQs and spelling posttests were significantly higher than their corresponding scores in the pretest scores for participants from the all achievement categories (p-value < 0.05) and scores of the first and second MCQs and spelling posttests were not significantly different (p-value > 0.05). Data analyses showed that there were significant normalized changes between scores of students in across all achievement categories.
Conclusion
Findings of this study suggested that crossword puzzles were effective in improving the learning of nursing students about the pharmacology of epilepsy and writing correct spelling of AEDs. Educators should consider using crossword puzzles as active learning tools to improve knowledge of nursing students about the pharmacology of epilepsy.
Background: According to previous studies on nursing education, although the use of games can produce positive results, the vast majority are based on questions and answers or on clinical situations. As an alternative, the ‘Escape Room’ teaching game is a much more dynamic option to asses theoretical and practical knowledge, and it may also promote teamwork and the ability to perform under pressure. Objectives: To analyse nursing students’ opinions and study motivations after using the nursing ‘Escape Room’ teaching game. Design: Cross-sectional descriptive study. Participants: Second-year nursing students enrolled in the ‘Adult Nursing 1’ subject. Method: After completing the teaching game, the students who had taken part in it were asked to fill in an ad-hoc questionnaire on the matter. In this game, students have 30 min in which they must solve the riddles and puzzles presented, and thus escape. In doing so, they must demonstrate both theoretical and practical knowledge, and a teacher will remain in the classroom to assess whether the nursing techniques in question are correctly performed. Results: The nursing students who took part in the game strongly believed that this ‘helped them learn the subject’ (4.8 points) and that ‘more games of this type should be included in their nursing studies’ (4.8 points). Overall, they considered that ‘the game was enjoyable’ (4.6 points), ‘helped them in the exam’ (4.6 points), and ‘motivated them to study’ (4.5 points). Conclusions: The ‘Escape Room’ is a useful game; it stimulates learning, is fun to play, and motivates studying.
Issue
We are seeing the use of qualitative research methods more regularly in health professions education as well as pharmacy education. Often, the term “thematic analysis” is used in research studies and subsequently labeled as qualitative research, but saying that one did this type of analysis does not necessarily equate with a rigorous qualitative study. This methodology review will outline how to perform rigorous thematic analyses on qualitative data to draw interpretations from the data.
Methodological Literature Review
Despite not having an analysis guidebook that fits every research situation, there are general steps that you can take to make sure that your thematic analysis is systematic and thorough. A model of qualitative data analysis can be outlined in five steps: compiling, disassembling, reassembling, interpreting, and concluding.
My Recommendations and Their Applications
Nine practical recommendations are provided to help researchers implement rigorous thematic analyses.
Potential Impact
As researchers become comfortable in properly using qualitative research methods, the standards for publication will be elevated. By using these rigorous standards for thematic analysis and making them explicitly known in your data process, your findings will be more valuable.
Background:
The acquisition of cognitive, affective and psychomotor knowledge and skills are required in nursing, made possible via an interactive teaching method, such as simulation.
Objective and design:
This study conducted to identify the impact of simulation on first-year nursing students' ability to learn vital signs.
Setting and participants:
A convenience sample of 90 first-year nursing students enrolled at a University, Ankara, in 2014-2015.
Method:
Ninety students enrolled for lessons on the "Fundamentals of Nursing" were identified using a simple random sampling method. The students were taught vital signs theory via traditional methods. They were grouped into experimental 1, experimental 2 and control group, of 30 students each. Students in the experimental 1 group attended sessions on simulation and those in the experimental 2 group sessions on laboratory work, followed by simulation. The control group were taught via traditional methods and only attended the laboratory work sessions. The students' cognitive knowledge acquisition was evaluated using a knowledge test before and after the lessons. The ability to measure vital signs in adults (healthy ones and patients) was evaluated using a skill control list.
Results:
A statistically significant difference was not observed between the groups in terms of the average pre-test scores on knowledge (p>0.050). Groups exposed to simulation obtained statistically significantly higher scores than the control group in post-test knowledge (p<0.050). The ability of the groups exposed to simulation to measure vital signs in healthy adults and patients was more successful than that the control group (p<0.050). This was statistically significant.
Conclusion:
Simulation had a positive effect on the ability of nursing students to measure vital signs. Thus, simulation should be included in the mainstream curriculum in order to effectively impart nursing knowledge and skills.
Objective:
Grounded theory (GT) is an established qualitative research method, but few papers have encapsulated the benefits, limits, and basic tenets of doing GT research on user and provider experiences of health care services. GT can be used to guide the entire study method, or it can be applied at the data analysis stage only.
Methods:
We summarize key components of GT and common GT procedures used by qualitative researchers in health care research. We draw on our experience of conducting a GT study on amyotrophic lateral sclerosis patients' experiences of health care services.
Findings:
We discuss why some approaches in GT research may work better than others, particularly when the focus of study is hard-to-reach population groups. We highlight the flexibility of procedures in GT to build theory about how people engage with health care services.
Conclusion:
GT enables researchers to capture and understand health care experiences. GT methods are particularly valuable when the topic of interest has not previously been studied. GT can be applied to bring structure and rigor to the analysis of qualitative data.
The emergence of a new paradigm of inquiry (naturalistic) has, unsurprisingly enough, led to a demand for rigorous criteria that meet traditional standards of inquiry. Two sets are suggested, one of which, the “trustworthiness” criteria, parallels conventional criteria, while the second, “authenticity” criteria, is implied directly by new paradigm assumptions.
The purpose of this paper is to emphasize the importance of sampling and sample size considerations in all qualitative research. Such considerations would help qualitative researchers to select sample sizes and sampling designs
that are most compatible with their research purposes. First, we discuss the importance of sampling in qualitative research.
Next, we outline 24 designs for selecting a sample in qualitative research. We then discuss the importance of selecting a
sample size that yields data that have a realistic chance of reaching data saturation, theoretical saturation, or informational
redundancy. Based on the literature, we then provide sample size guidelines for several qualitative research designs. As such,
we provide a framework for making sampling and sample size considerations in interpretive research.
The effect of concept teaching through crosswords on students' achievement in Turkish course
- Bilgin
Bilgin, D., Bekiroglu, N., 2021. The effect of concept teaching through crosswords on
students' achievement in Turkish course. J. Int. Soc. Res. 14 (76), 485-495.
Evaluation of puzzle activities in secondary school turkish language textbooks in terms of synonyms vocabulary teaching
- Çoban
Çoban, İ., Polatcan, F., 2020. Evaluation of puzzle activities in secondary school turkish
language textbooks in terms of synonyms vocabulary teaching. International Journal
of Turkish Literature Culture Education (TLCE) 9 (3), 1151-1166 (in Turkish).
Teaching vocabulary by using crossword puzzle
- Puspita
Puspita, N., Sabiqoh, N., 2017. Teaching vocabulary by using crossword puzzle. Engl.
Educ. J. Tadris Bahasa Inggris 10 (2), 308-325.
Innovative education paradigm in nursing education: to stimulate the affective domain with instructional technologies
- G Çonoglu
- N Zkütük
- F Orgun
Çonoglu, G., Ö zkütük, N., Orgun, F., 2020. Innovative education paradigm in nursing
education: to stimulate the affective domain with instructional technologies. EGE
HFD 36 (1), 61-65.