Trial reportJournal of evaluation in clinical practice2025
The Use of Puzzles as a Teaching Technique in Nursing Education: A Randomized Controlled Study.
Trial report in Journal of evaluation in clinical practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07492017 (Effect of Repeated Crossword Puzzles Experience on The Motivation, Cognitive Load and Intramuscular Injection Skill Learning of Nursing Students), which is not on this map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Effect of Repeated Crossword Puzzles Experience on The Motivation, Cognitive Load and Intramuscular Injection Skill Learning of Nursing Students
Who cites it
1 citing paper in PubMed.
- Enhancing Nursing Students' Engagement and Critical Thinking in Anatomy and Physiology Through Gamified Teaching: A Non-Equivalent Quasi-Experimental Study.Nursing reports (Pavia, Italy) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
aimThis study aimed to examine the influence of puzzle-based teaching methods on nursing students' levels of knowledge, motivation for learning, and academic self-efficacy.
methodsThe study employed a randomized controlled pretest-posttest experimental design conducted between January and June 2024 at Atatürk University's Faculty of Nursing. A total of 70 first-year nursing students participated, and the intervention and control groups were assigned through random selection. Both groups underwent interactive theoretical instruction on "Excretory Activities" for 2 h across 1 week. However, the intervention group received additional training through puzzle booklets designed by the researchers, while the control group was limited to theoretical instruction. Data collection instruments included the Personal Information Form, Achievement Tests, the Instructional Material Motivation Scale (IMTS), and the Academic Self-Efficacy Scale (ASES). Data were analyzed using SPSS 22 software.
findingsThe puzzle-based teaching approach notably improved students' knowledge, motivation, and self-efficacy. Posttest results for the intervention group showed significant increases in the IMTS sub-dimensions of "Attention," "Appropriateness," "Confidence," and "Satisfaction" (p < 0.05). Additionally, the intervention group achieved higher total IMTS and Knowledge Test scores (β = 0.896, p = 0.001) than the control group. Regression analysis indicated that puzzle application substantially and positively affected motivation sub-dimensions and knowledge levels. The academic self-efficacy scores of the intervention group were also significantly greater than those of the control group (p < 0.05).
conclusionPuzzle-based teaching techniques positively affected knowledge, learning motivation, and academic self-efficacy. These findings highlight the potential of innovative teaching methods in nursing education, suggesting that puzzle-based approaches can effectively enhance learning processes and outcomes.
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