The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

Abstract

Abstract 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.