Efficacy of modified team-based learning in a flipped classroom for an acute-care nursing course: A mixed-methods study.
Efficacy of modified team-based learning in a flipped classroom for an acute-care nursing course: A mixed-methods study.
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DOI：
10.1002/nop2.1730
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发表时间：
2023-07
期刊：
影响因子：
2.3
通讯作者：
Henker, Richard
中科院分区：
文献类型：
--
作者：
Murata, Hiroaki;Asakawa, Shoko;Kawamura, Takao;Yamauchi, Hideki;Takahashi, Osamu;Henker, Richard
在日本的一个急性护理护理课程中，测试一种改进的基于团队的学习方法对本科生学习成果的影响。混合方法学生们在三个模拟案例中工作，进行课前准备，完成测验并进行小组活动。我们收集了四个时间点的团队方法，批判性思维倾向和自我学习时间的数据：干预前和每个模拟病例后。使用线性混合模型、Kruskal-Wallis检验和内容分析对数据进行分析。我们招募了在A大学参加急诊护理必修课程的护理专业学生。在2018年4月至7月的四个时间点收集数据。对93名答卷人中的73名的数据进行了分析。团队方法，批判性思维和自我学习在各个时间点都显着增加。学生的意见分为四类：“团队合作的成就”、“学习效能感”、“课程教学满意度”及“课程教学相关问题”。修改后的基于团队的学习方法导致整个过程中团队方法和批判性思维倾向的改善。将团队学习纳入课程不仅有助于团队建设，而且作为一种有效的教学方法，可以改善学生的学习。干预导致整个过程中团队方法和批判性思维倾向的改善。教育干预也导致了更多的时间进行自我学习。未来的研究应包括来自各大学的参与者，并对较长时期的结果进行评估。
To test a modified team‐based learning approach on undergraduate learning outcomes in an acute‐care nursing course in Japan. Mixed‐methods. Students worked on three simulated cases, engaged in pre‐class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical‐thinking disposition and time spent in self‐learning at four time‐points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal–Wallis test and a content analysis. We recruited nursing students attending a mandatory course in acute‐care nursing at University A. Data were collected at four time‐points between April and July 2018. Data from 73 of 93 respondents were analysed. Team approach, critical thinking and self‐learning all increased significantly across the time‐points. Four categories emerged from students' comments: ‘achievement of teamwork’, ‘sense of learning efficacy’, ‘satisfaction with course approach’ and ‘issues related to course approach’. The modified team‐based learning approach led to improvements in team approach and critical‐thinking disposition across the course. Incorporating team‐based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. The intervention led to improvements in team approach and critical‐thinking disposition across the course. The educational intervention also led to more time for self‐learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.
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