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ÁøÁÖÇý ( Jin Ju-Hye ) -
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Abstract
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Purpose: This study was conducted to delve into the perceptions of nursing students regarding the roles of learners and instructors in the context of team-based learning.
Methods: The participants in the study were 23 fourth-year nursing students who had completed a team-based simulation practicum course. Textual data were collected from students¡¯ reflection journals and a post-lecture open-ended survey, and then scrutinized through a quantitative content analysis.
Results: According to participating students, the roles of learners were prioritized in terms of ¡°activeness,¡± ¡°self-directed learning,¡± ¡°expressing opinions,¡± ¡°sharing responsibilities and collaboration,¡± and ¡°acting as teachers to each other.¡± In addition, key aspects of the instructor¡¯s role were identified as ¡°correcting errors,¡± ¡°directional guidance,¡± ¡°providing materials,¡± ¡°resolving conflicts between students,¡± and ¡°support.¡±
Conclusion: When team-based learning is applied in nursing education, the faculty must emphasize student accountability and a well-defined understanding of the instructor¡¯s role. Various facilitating strategies should be actively explored to improve the overall quality of team dynamics.
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KeyWords
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°£È£Çлý, ±³¼ö, ¿ªÇÒ, ÆÀ±â¹ÝÇнÀ
Faculty, Nursing students, Role, Team-based learning
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