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 nonequival...
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| Format: | Article |
| Language: | English |
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Korean Society of Women Health Nursing
2021-12-01
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| Series: | Korean Journal of Women Health Nursing |
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| Online Access: | http://www.kjwhn.org/upload/pdf/kjwhn-2021-11-16.pdf |
| _version_ | 1828777316520558592 |
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| author | Sunhee Lee Hyun Jung Park |
| author_facet | Sunhee Lee Hyun Jung Park |
| author_sort | Sunhee Lee |
| collection | DOAJ |
| description | 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 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. |
| first_indexed | 2024-12-11T16:19:03Z |
| format | Article |
| id | doaj.art-66bedea4555d4769b5e8d0920ef55251 |
| institution | Directory Open Access Journal |
| issn | 2287-1640 2093-7695 |
| language | English |
| last_indexed | 2024-12-11T16:19:03Z |
| publishDate | 2021-12-01 |
| publisher | Korean Society of Women Health Nursing |
| record_format | Article |
| series | Korean Journal of Women Health Nursing |
| spelling | doaj.art-66bedea4555d4769b5e8d0920ef552512022-12-22T00:58:53ZengKorean Society of Women Health NursingKorean Journal of Women Health Nursing2287-16402093-76952021-12-0127438839710.4069/kjwhn.2021.11.16939The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental studySunhee Lee0Hyun Jung Park1 Department of Nursing, Gimcheon University, Gimcheon, Korea Department of Nursing, Pyeongtaek University, Pyeongtaek, KoreaPurpose 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 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.http://www.kjwhn.org/upload/pdf/kjwhn-2021-11-16.pdfcommunicationhigh-risk pregnancylearningnursing studentsproblem solving |
| spellingShingle | Sunhee Lee Hyun Jung Park The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study Korean Journal of Women Health Nursing communication high-risk pregnancy learning nursing students problem solving |
| title | The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study |
| title_full | The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study |
| title_fullStr | The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study |
| title_full_unstemmed | The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study |
| title_short | The effects of team-based learning on nursing students’ learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study |
| title_sort | effects of team based learning on nursing students learning performance with a focus on high risk pregnancy in korea a quasi experimental study |
| topic | communication high-risk pregnancy learning nursing students problem solving |
| url | http://www.kjwhn.org/upload/pdf/kjwhn-2021-11-16.pdf |
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