Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students
Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students
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DOI：
10.1016/j.nedt.2015.12.003
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发表时间：
2016-03-01
影响因子：
3.9
通讯作者：
Kang, Hee-Young
中科院分区：
文献类型：
--
作者：
Kim, Hae-Ran;Song, Yeoungsuk;Kang, Hee-Young
背景资料：团队合作学习（TBL）是一种以学习者为中心的教学策略，旨在提高学生的问题解决能力、知识水平和实践能力。虽然任务型教学法在韩国护理教育中的应用已有十年的历史，但很少有研究探讨其对韩国护理专业学生学习效果的影响。目的：探讨任务型教学法对韩国护理专业学生问题解决能力和学习效果的影响（知识和临床表现）。设计：随机对照试验。参与者：将63名就读于某大学的护理本科三年级学生随机分为TBL组（n = 32）和对照组（n = 31）。TBL组和对照组每周上课2小时，共3周。在两组中采用了三种具有肺部疾病内容的情景。对照组则采用传统的案例教学法，而非任务型教学法。在学生接触教学策略之前，在基线处进行了问题解决能力问卷调查。结果：经过3周的教育干预后，TBL组学生的问题解决能力得分较对照组显著提高（t = 10.89，p <0.001）;此外，有两组之间的标准化患者的知识和临床表现的显着差异（t = 2.48，p = 0.016，t = 12.22，p <0.001）。结论：本研究表明，任务型教学是一种有效的教学策略，以提高解决问题的能力，知识和临床表现。建议对护理专业学生TBL的其他具体学习成果进行更多的研究。(C)2015爱思唯尔有限公司版权所有。
Background: Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes.Objectives: To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students.Design: Randomized controlled trial.Participants: 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n = 32), or a control group (n = 31).Methods: The TBL and control groups attended 2 h of class weekly for 3 weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit.Results: After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t = 10.89,p < .001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t = 2.48, p = .016, t = 12.22, p < .001).Conclusion: This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. (C) 2015 Elsevier Ltd. All rights reserved.