Mrs Lubna Rohit, Principal College of Nursing, Baba Hospitals, Lucknow, India

Abstract

Instructional process is done by many educators today are likely to target curriculum materials, more emphasis on memorization rather than understanding concepts. It can be seen from the learning activities in the classroom that is always dominated by the teacher. In the delivery of content, typically teachers use the lecture method, where students just sit down, take notes, and listen to what it conveys and fewer opportunities for students to ask questions. Thus, to be nonconducive learning environment so that students become passive. Efforts to increase student achievement are inseparable from the various factors that influence it. Classroom atmosphere needs to be planned and constructed in such a way by using appropriate learning model for students to have the opportunity to interact with each other so that in turn can be obtained optimal learning achievement. Especially in the course of teaching learning strategies, students should be given a variety of teaching strategies that they can later use and modification according to the conditions they face in the field. The learning objectives will be achieved with effective and can simultaneously explore optimal potential in their students. Jigsaw is a cooperative learning technique that has been studied in various ways by a number of researchers and teachers in classes of different levels and subjects In this review we will discuss jigsaw as cooperative learning technique for nursing students. The following section reviews some of the important concepts about the Jigsaw method that helped guide this study.