Jigsaw teaching associated with higher nursing students’ self-efficacy for diabetic foot risk assessment, not greater knowledge scores

A randomised controlled study involving first-year nursing students found that teaching with the Jigsaw Technique was associated with higher self-efficacy scores for diabetic foot risk assessment than traditional teaching, but not with a significantly greater knowledge score. The article’s abstract reports that students who received Jigsaw-based instruction had a mean Student Self-Efficacy scale score of 30.68 ± 2.94 at the final evaluation, compared with 28.63 ± 4.13 among those taught through the traditional method (p < 0.05). Their scores on a diabetic foot risk assessment knowledge examination did not differ significantly: 68.93 ± 19.42 for the intervention group and 74.73 ± 19.14 for the control group (p > 0.05).

The study included 68 first-year nursing students taking a course on health identification and physical examination techniques. Students were randomly assigned to either the Jigsaw Technique intervention group, with 34 participants, or the traditional-learning control group, also with 34 participants. Both groups completed a descriptive information form and the Student Self-Efficacy scale at baseline. The intervention group then received training using the Jigsaw Technique, in which students develop expertise on a specific sub-topic in expert groups before returning to their home groups to share what they have learned. The control group received training through the traditional learning method.

At the final evaluation, the Student Self-Efficacy scale was administered to both groups, alongside a knowledge test based on the Clinical Oriented Reasoning Examination (CORE). The study was planned and conducted according to CONSORT guidelines, and group differences were analysed with an independent-samples t-test. The reported baseline socio-demographic characteristics and Student Self-Efficacy scores did not differ significantly between the groups. Initial self-efficacy means were 28.79 ± 3.09 in the intervention group and 28.97 ± 3.34 in the control group, with p > 0.05 for the comparison. The trial was registered at ClinicalTrials.gov as NCT06987006 on 13 May 2025.

Not all enrolled students completed the study: 32 remained in the intervention group and 30 in the control group, compared with 34 in each group at allocation. The available abstract does not provide reasons for the six withdrawals or a separate analysis accounting for attrition. In addition, the reported findings concern one cohort of first-year nursing students and two measured outcomes: self-efficacy and performance on a diabetic foot risk assessment examination. The authors therefore characterised Jigsaw-based education as a possible alternative for supporting nursing students’ self-efficacy, while stating that its effect on knowledge acquisition requires further investigation. The supplied record is an early-access abstract that says the article remains subject to further editorial edits and will be replaced by the final version of record.

Subject of Research: Randomised evaluation of Jigsaw-based teaching on nursing students’ diabetic foot risk assessment self-efficacy and knowledge

Article Title: Evaluation of the effects of education with Jigsaw Technique on diabetic foot risk assessment knowledge and self-efficacy among nursing students: a randomised controlled trial

Article References: Tok Özen, A., & Çetin, Y. (2026). Evaluation of the effects of education with Jigsaw Technique on diabetic foot risk assessment knowledge and self-efficacy among nursing students: a randomised controlled trial. BMC Medical Education. https://doi.org/10.1186/s12909-026-10433-1

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10433-1

Keywords: nursing education, Jigsaw Technique, self-efficacy, diabetic foot risk assessment, knowledge testing, randomised controlled trial, first-year nursing students, active learning, Evaluation, effects, education, Jigsaw