This study aims to evaluate the effect of puzzle-based education on nursing students' knowledge level, knowledge retention, and learning motivation regarding safe intravenous therapy practices. Intravenous therapy is a common but complex clinical procedure that requires accurate knowledge and skills to ensure patient safety. Traditional teaching methods may not always be sufficient to support long-term learning and student motivation. Therefore, this study uses an interactive, game-based learning approach by integrating puzzles into the education process. Nursing students are randomly assigned to either a puzzle-based learning group or a traditional education group. The study seeks to determine whether game-based learning improves learning outcomes compared to conventional teaching methods.
Age range
18 Years
Sex
ALL
See this in plain English?
AI-rewrites the medical criteria so a patient or caregiver can understand them. Always confirm with the trial site.
Bring these to your next appointment. They're a starting point for a shared conversation — not a sign you qualify or a recommendation to enrol.
Generated to help you prepare — always confirm anything about your own eligibility and care with the study team and your doctor.
The trial coordinator is the person who runs the study day to day. These cover the practical side — logistics, costs, and what taking part would actually mean for your life. The study team confirms whether you meet the criteria; these are questions to ask, not a sign you qualify.
A starting point for the conversation — always confirm anything about your own eligibility, costs, and care with the study team and your doctor.
Intravenous Therapy Knowledge Score
Timeframe: Baseline, 1 week after completion of the intervention, and 4 weeks after completion of the intervention
Learning Motivation Score
Timeframe: 1 week after completion of the intervention