Effect of jigsaw cooperative learning strategy on obstetric nurses’ knowledge and information retention of emergency contraceptive methods

Abstract

Background: Despite the availability of highly efficient contraception, approximately one third of all pregnancies in the world are still unintended. These pregnancies may be associated with a high risk of morbidity and mortality; particularly in areas where safe abortion is inaccessible or where quality obstetric services are unavailable for those women continuing a pregnancy to term. Every year, 210 million women around the world become pregnant. Of these, 80 million pregnancies are unplanned. Out of these, 46 million pregnancies are terminated each year, and 19 million are ended with unsafe abortion. More than 97% of unsafe abortions occur in developing nations. Most of these results are from nonuse of contraception or from noticeable contraceptive failure, all of which may be avoided by the use of emergency contraception methods. Aim of the study: The present study aimed to determine the effect of jigsaw cooperative learning strategy (independent variable on obstetric nurses’ knowledge and information retention (dependent variable) of emergency contraceptive methods. Methods A quasi experimental research design was used in this study. This study was carried out at El Shatby Maternity University Hospital, in Alexandria governorate, Egypt. A convenient sample of 150 maternity nurses were recruited from the above-mentioned setting. Three tools were used for data collection; (1) socio-demographic characteristic and academic data questionnaire, (2) Emergency Contraceptive Methods Knowledge and Information Retention questionnaire, (3) Nurses’ Satisfaction with Jig Saw Educational Technique Results: Immediately after applying jigsaw strategy the vast majority (97.30%) of the study group had good score of knowledge compared to 74.70 % of control group. Twenty-one (21) days later, a slight decline in knowledge score among the study group was observed with 93, 30% achieving a good total score, while a sharp drop in total score of knowledge among the control group was noticed where 42% of them had good score of knowledge. A statistically significant difference between both groups were found immediately and 21 days after providing teaching session, p (0.000 & 0.000) respectively, where nurses of the study group had better knowledge immediately after providing teaching session. The majority (93.30%) of the study group was highly satisfied with the jigsaw strategy as a new teaching method. Conclusion: Interactive learning environment such as jigsaw cooperative learning strategy was effective teaching methods which facilitated independence and self- directed learning. Recommendation: Jigsaw cooperative learning strategy should be incorporated in obstetric nursing education.