간호교육에서 팀 기반학습(Team-based Learning)의 적용에 관한 연구A Survey of Student Perceptions, Academic Achievement, and Satisfaction of Team-based Learning in a Nursing Course
- Authors
- 노영숙; 류언나; 최동원; 백선숙; 김상숙
- Issue Date
- 2012
- Publisher
- 한국간호교육학회
- Keywords
- Nursing education; Nursing student; Learning; Personal satisfaction; 간호교육; 간호학생; 인지도; 만족도
- Citation
- 한국간호교육학회지, v.18, no.2, pp 239 - 247
- Pages
- 9
- Journal Title
- 한국간호교육학회지
- Volume
- 18
- Number
- 2
- Start Page
- 239
- End Page
- 247
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/20746
- DOI
- 10.5977/jkasne.2012.18.2.239
- ISSN
- 1225-9578
2093-7814
- Abstract
- Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results:Mean perceptions of TBL was 6.64±5.11, and 8.30±4.11 for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was 4.85±1.41, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.
Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results:Mean perceptions of TBL was 6.64±5.11, and 8.30±4.11 for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was 4.85±1.41, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.
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