Nursing EducationNCT07886515
Jigsaw and Audience Response System for Arterial Blood Gas Education
A study testing Jigsaw Cooperative Learning and Kahoot-Based Audience Response System in people with Nursing Education, run by Bilecik Seyh Edebali Universitesi.
Trial summary
This study aims to compare the effects of the Jigsaw cooperative learning method and a Kahoot-based Audience Response System on nursing students' achievement in interpreting arterial blood gas results and determining priority nursing approaches. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education
- What is being tested?
- Jigsaw Cooperative Learning and Kahoot-Based Audience Response System
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 110 participants
- Where
- No sites listed yet
- Study dates
- 30 Oct 2026to 1 Jun 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being enrolled as a second-year student in the nursing undergraduate program.
- Taking the Internal Medicine Nursing course for the first time during the study period.
- Being assigned to one of the existing A or B laboratory groups within the regular course schedule.
- Volunteering to participate in the study and providing written informed consent.
- Agreeing to participate in the scheduled educational sessions and assessments.
Who cannot join
- Repeating or retaking the Internal Medicine Nursing course.
- Declining to participate in the study or withdrawing consent at any stage.
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Effects of Jigsaw and Audience Response System Methods on Nursing Students' Success in Interpreting Arterial Blood Gas Results and Identifying the Priority Nursing Intervention
This study aims to compare the effects of the Jigsaw cooperative learning method and a Kahoot-based Audience Response System on nursing students' achievement in interpreting arterial blood gas results and determining priority nursing approaches. The study will be conducted with second-year nursing students enrolled in the Internal Medicine Nursing course. Students who are repeating the course will not be included.
The study will use a two-group pretest, posttest, and follow-up design. The existing A and B laboratory groups will constitute the study groups. After completion of the baseline assessments, a draw will be used to determine which laboratory group receives the Jigsaw method and which receives the Audience Response System method.
Both groups will receive education with the same learning objectives, subject content, educational materials, clinical cases, instructor, and total instructional duration. The
Read the detailed description
This educational intervention study will be conducted with approximately 110 second-year nursing students enrolled in the Internal Medicine Nursing course. Eligible students who voluntarily agree to participate will complete a Student Descriptive Information Form and the Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test before the educational interventions.
The students are routinely divided into two existing laboratory groups, A and B, according to the course schedule. After the baseline assessments are completed, a draw will determine which laboratory group receives the Jigsaw cooperative learning intervention and which receives the Kahoot-based Audience Response System intervention. The educational sessions will be conducted by the same instructor on the same day in consecutive sessions, with a standardized break between sessions.
In the Jigsaw group, students will first receive information about the Jigsaw cooperative learning method. They will then be divided into heterogeneous groups and assigned to study specific topics, including metabolic acidosis, metabolic alkalosis, respiratory acidosis, respiratory alkalosis, and mixed acid-base disorders. Students assigned to the same topic will form expert groups, discuss the topic, and prepare a common report. They will subsequently return to their original Jigsaw groups and teach the information they learned to their group members.
In the Audience Response System group, the educational content will be divided into smaller topics and concepts. Following the instructor's explanation of each topic, students will answer multiple-choice questions in real time using the Kahoot platform on their smartphones, tablets, or computers. The response distribution will be displayed after each question. The instructor will explain the correct answer, discuss its rationale, and address misunderstandings before proceeding to the next topic.
Both groups will receive education based on the same learning objectives, content, educational materials, clinical cases, number and difficulty of cases, and total instructional duration. Students will complete the knowledge test immediately after the educational intervention and again eight weeks later to evaluate knowledge retention. The primary outcome will be the total score obtained from the Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test.
- Conditions
- Nursing Education
- Being tested
- Jigsaw Cooperative Learning, Kahoot-Based Audience Response System
- Keywords
- Jigsaw Cooperative Learning, Audience Response System, Kahoot, Arterial Blood Gas, Nursing Students, Knowledge Retention
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Jigsaw Cooperative LearningBehavioural
Participants will receive education on arterial blood gas interpretation and priority nursing care using the Jigsaw cooperative learning method. Students will be assigned one of five subtopics: metabolic acidosis, metabolic alkalosis, respiratory acidosis, respiratory alkalosis, or mixed acid-base disorders. Students responsible for the same subtopic will meet in expert groups to discuss the content and prepare a common report. They will then return to their original heterogeneous groups and teach their assigned content to their peers. The intervention will follow a standardized education plan.
Kahoot-Based Audience Response SystemBehavioural
articipants will receive education on arterial blood gas interpretation and priority nursing care using a Kahoot-based audience response system. The educational content will be divided into smaller topics and concepts. Following each instructional segment, students will answer multiple-choice questions in real time using their own electronic devices. The overall response distribution will be displayed, and the instructor will explain the correct answer, discuss its rationale, and clarify any misconceptions before proceeding to the next topic. The intervention will follow a standardized education plan.
| Study group | Role | What they receive |
|---|---|---|
| Jigsaw Cooperative Learning Group | Experimental | Participants in this arm will receive arterial blood gas interpretation and priority nursing care education using the Jigsaw cooperative learning method. Receives: Behavioral: Jigsaw Cooperative Learning |
| Kahoot-Based Audience Response System Group | Experimental | Not described Receives: Behavioral: Kahoot-Based Audience Response System |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score
he outcome will be assessed using a 20-item, five-option multiple-choice knowledge test developed to evaluate students' ability to interpret arterial blood gas results and determine priority nursing approaches. Each correct answer will be scored as 1, and each incorrect or unanswered item as 0. Total scores range from 0 to 20, with higher scores indicating greater knowledge and achievement. The change from baseline to the immediate post-intervention assessment will be compared between the two groups.
Measured: Baseline and immediately after completion of the educational intervention
Secondary outcomes (1)
Retention of Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score
Knowledge retention will be assessed using the same 20-item, five-option multiple-choice knowledge test administered immediately after the educational intervention and again at the 8-week follow-up. Each correct answer will be scored as 1, and each incorrect or unanswered item as 0. Total scores range from 0 to 20, with higher scores indicating greater knowledge retention. The change in scores from the immediate post-intervention assessment to the 8-week follow-up will be compared between the two groups.
Measured: Immediately after the educational intervention and at the 8-week follow-up
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Oct 2026
- Study start30 Oct 2026 (estimated)
- Primary completion30 Dec 2026 (estimated)
- Study completion1 Jun 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 110 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Bilecik Seyh Edebali Universitesi
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07886515
- Sponsor's protocol ID
- ABG-JIG-ARS-2026
- Status last verified
- Oct 2026
- First submitted
- 13 Oct 2026
- Last updated
- 21 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 21 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Jigsaw and Audience Response System Methods on Nursing Students' Success in Interpreting Arterial Blood Gas Results and Identifying the Priority Nursing Intervention
- ClinicalTrials.gov ID
- NCT07886515
- Acronym / sponsor ID
- ABG-JIG-ARS-2026
- Conditions
- Nursing Education
- Keywords
- Jigsaw Cooperative Learning, Audience Response System, Kahoot, Arterial Blood Gas, Nursing Students, Knowledge Retention
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 110 participants (estimated)
- Lead sponsor
- Bilecik Seyh Edebali UniversitesiUniversity, hospital or other
- Study start
- 30 Oct 2026 (estimated)
- Primary completion
- 30 Dec 2026 (estimated)
- Study completion
- 1 Jun 2027 (estimated)
- First posted
- 21 Oct 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to compare the effects of the Jigsaw cooperative learning method and a Kahoot-based Audience Response System on nursing students' achievement in interpreting arterial blood gas results and determining priority nursing approaches. The study will be conducted with second-year nursing students enrolled in the Internal Medicine Nursing course. Students who are repeating the course will not be included.
The study will use a two-group pretest, posttest, and follow-up design. The existing A and B laboratory groups will constitute the study groups. After completion of the baseline assessments, a draw will be used to determine which laboratory group receives the Jigsaw method and which receives the Audience Response System method.
Both groups will receive education with the same learning objectives, subject content, educational materials, clinical cases, instructor, and total instructional duration. The
Detailed description
This educational intervention study will be conducted with approximately 110 second-year nursing students enrolled in the Internal Medicine Nursing course. Eligible students who voluntarily agree to participate will complete a Student Descriptive Information Form and the Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test before the educational interventions.
The students are routinely divided into two existing laboratory groups, A and B, according to the course schedule. After the baseline assessments are completed, a draw will determine which laboratory group receives the Jigsaw cooperative learning intervention and which receives the Kahoot-based Audience Response System intervention. The educational sessions will be conducted by the same instructor on the same day in consecutive sessions, with a standardized break between sessions.
In the Jigsaw group, students will first receive information about the Jigsaw cooperative learning method. They will then be divided into heterogeneous groups and assigned to study specific topics, including metabolic acidosis, metabolic alkalosis, respiratory acidosis, respiratory alkalosis, and mixed acid-base disorders. Students assigned to the same topic will form expert groups, discuss the topic, and prepare a common report. They will subsequently return to their original Jigsaw groups and teach the information they learned to their group members.
In the Audience Response System group, the educational content will be divided into smaller topics and concepts. Following the instructor's explanation of each topic, students will answer multiple-choice questions in real time using the Kahoot platform on their smartphones, tablets, or computers. The response distribution will be displayed after each question. The instructor will explain the correct answer, discuss its rationale, and address misunderstandings before proceeding to the next topic.
Both groups will receive education based on the same learning objectives, content, educational materials, clinical cases, number and difficulty of cases, and total instructional duration. Students will complete the knowledge test immediately after the educational intervention and again eight weeks later to evaluate knowledge retention. The primary outcome will be the total score obtained from the Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Jigsaw Cooperative Learning Group | Experimental | Behavioral: Jigsaw Cooperative LearningParticipants in this arm will receive arterial blood gas interpretation and priority nursing care education using the Jigsaw cooperative learning method. |
| Kahoot-Based Audience Response System Group | Experimental | Behavioral: Kahoot-Based Audience Response System |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (5 listed)
- Being enrolled as a second-year student in the nursing undergraduate program.
- Taking the Internal Medicine Nursing course for the first time during the study period.
- Being assigned to one of the existing A or B laboratory groups within the regular course schedule.
- Volunteering to participate in the study and providing written informed consent.
- Agreeing to participate in the scheduled educational sessions and assessments.
Key exclusion criteria (2 listed)
- Repeating or retaking the Internal Medicine Nursing course.
- Declining to participate in the study or withdrawing consent at any stage.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Jigsaw Cooperative LearningParticipants will receive education on arterial blood gas interpretation and priority nursing care using the Jigsaw cooperative learning method. Students will be assigned one of five subtopics: metabolic acidosis, metabolic alkalosis, respiratory acidosis, respiratory alkalosis, or mixed acid-base disorders. Students responsible for the same subtopic will meet in expert groups to discuss the content and prepare a common report. They will then return to their original heterogeneous groups and teach their assigned content to their peers. The intervention will follow a standardized education plan. | Behavioural | Jigsaw Cooperative Learning Group |
| Kahoot-Based Audience Response Systemarticipants will receive education on arterial blood gas interpretation and priority nursing care using a Kahoot-based audience response system. The educational content will be divided into smaller topics and concepts. Following each instructional segment, students will answer multiple-choice questions in real time using their own electronic devices. The overall response distribution will be displayed, and the instructor will explain the correct answer, discuss its rationale, and clarify any misconceptions before proceeding to the next topic. The intervention will follow a standardized education plan. | Behavioural | Kahoot-Based Audience Response System Group |
Primary outcome
Change in Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score
Time frame: Baseline and immediately after completion of the educational intervention
he outcome will be assessed using a 20-item, five-option multiple-choice knowledge test developed to evaluate students' ability to interpret arterial blood gas results and determine priority nursing approaches. Each correct answer will be scored as 1, and each incorrect or unanswered item as 0. Total scores range from 0 to 20, with higher scores indicating greater knowledge and achievement. The change from baseline to the immediate post-intervention assessment will be compared between the two groups.
1 secondary outcome
Retention of Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score
Time frame: Immediately after the educational intervention and at the 8-week follow-up
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 21 Oct 2026.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Questions about this trial
What is this clinical trial studying?
A study testing Jigsaw Cooperative Learning and Kahoot-Based Audience Response System in people with Nursing Education, run by Bilecik Seyh Edebali Universitesi.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 21 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Burcu Bayrak Kahraman, PhD (+905057542411, burcu.bayrak@bilecik.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score (time frame: Baseline and immediately after completion of the educational intervention). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 21 Oct 2026; AzTrials last refreshed its copy on 26 Oct 2026.