The effects of team-based learning on nursing students' learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study.
Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequiv...
| Publicado en: | Korean Journal of Women Health Nursing Vol. 27; no. 4; pp. 388 - 398 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Korean Academy of Women's Health Nursing
Dec2021
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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=154635912&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154635912 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 12259543 5DI8 jtl: Korean Journal of Women Health Nursing issn: 12259543 maglogo: N pubinfo: dt: Dec2021 vid: 27 iid: 4 pid: 42056 pub: Korean Academy of Women's Health Nursing place: Seoul, <Blank> artinfo: ui: 154635912 154635912 154635912 10.4069/kjwhn.2021.11.16 154635912 ppf: 388 ppct: 10 formats: fmt: @attributes: type: P tig: atl: The effects of team-based learning on nursing students' learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study. aug: au: Sunhee Lee Hyun Jung Park affil: Department of Nursing, Gimcheon University, Gimcheon, Korea sug: subj: Students, Nursing Academic Performance Learning Methods Pregnancy, High Risk South Korea Communication Problem Solving Nursing Knowledge South Korea Human Quasi-Experimental Studies Female Pregnancy Pretest-Posttest Design Lecture Funding Source Questionnaires Chi Square Test Paired T-Tests T-Tests Female ab: Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequivalent control group pretest-posttest design. The participants were 91 nursing students allocated to an experimental group (n=45) and a control group (n=46). The experimental group received TBL lectures three times over the course of 3 weeks (100 minutes weekly) and the control group received instructor-centered lectures three times over the course of 3 weeks (100 minutes weekly). Data were collected by questionnaires from September to November, 2019. Data were analyzed using the chi-square test, paired t-test, and independent t-test. Results: After the intervention, the mean scores of problem-solving ability (t=-2.59, p=.011), self-directed learning (t=4.30, p<.001), and nursing knowledge (t=3.18, p=.002) were significantly higher in the experimental group than in the control group. No significant difference in communication ability was found between the experimental and control group (t=1.38, p=.171) Conclusion: The TBL program was effective for improving nursing students' problem-solving ability, self-directed learning, and nursing knowledge. Thus, TBL can be considered an effective teaching and learning method that can improve the learning outcomes of high-risk pregnancy nursing in women's health nursing classes. The findings suggest that TBL will be helpful for future nursing students to develop the nursing expertise necessary for providing nursing care to high-risk pregnant women. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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