Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.
Summary 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 Korea...
| Publicado en: | Nurse Education Today Vol. 38; pp. 115 - 119 |
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| Autores principales: | , , , |
| Formato: | research randomized controlled trial Journal Article |
| Publicado: |
Elsevier B.V.
Mar2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113255974&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113255974 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Mar2016 vid: 38 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 113255974 113255974 113255974 10.1016/j.nedt.2015.12.003 113255974 ppf: 115 ppct: 4 formats: tig: atl: Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students. aug: au: Kim, Hae-Ran Song, Yeoungsuk Lindquist, Ruth Kang, Hee-Young affil: Honam University, Department of Nursing, Gwangju, South Korea sug: subj: Problem Solving Evaluation Student Knowledge Evaluation Education, Nursing South Korea Learning Methods Evaluation Outcomes of Education Evaluation Teaching Methods Evaluation Human South Korea Randomized Controlled Trials Random Assignment Lecture Questionnaires Vignettes T-Tests Descriptive Statistics Clinical Competence Evaluation ab: Summary 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. pubtype: Academic Journal doctype: research randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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