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À̼±Èñ ( Lee Sun-Hee ) - Gimcheon University Department of Nursing
¹ÚÇöÁ¤ ( Park Hyun-Jung ) - Pyeongtaek University Department of Nursing
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Abstract
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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 10 to November 8, 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 of this study 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.
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KeyWords
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Communication, High-risk pregnancy, Learning, Nursing students, Problem solving
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