Effects of Team-Based Learning on Knowledge and Teamwork perception of Baccalaureate Nursing Students.
Keywords:
Nursing students, Team-based learning, Teamwork perceptionAbstract
Background: Team-Based learning (TBL) is an active learning that can be used to improve self-directed learning, thinking, problem solving, cooperation and teamwork skills which are necessary skills for the 21th century
Objective: To determine the effects of team-based learning on knowledge and teamwork perception
Method: A pre-experimental design was used. Seventy seven second-year baccalaureate nursing students who enrolled in the course “Community and family nursing 1” were invited to participate in this study through purposive sampling. TBL approach was used as the intervention. Course content examination was used to measure participants’ knowledge. Questionnaire was used to measure teamwork perception. Data were analyzed using descriptive statistics and pair t-test.
Result: The study found that the group scores were higher than individual scores with statistical significance (t=18.27, p<0.001). The average agreement of teamwork perception was 3.28
(SD=0.07). The highest agreement was the professional development (= 3.36, SD = 0.12). Participants perceived that TBL promote their self-directed learning, brainstorming and discussion to find the solution. TBL promote diverse idea exchange and happy learning. TBL make studying less boring and encourage learning. TBL make knowledge stick and increase understanding of course content.
Summary: TBL can increase participants’ knowledge and teamwork perception. Thus, TBL should be used to promote student’s learning by developing more complex scenario for students to apply their knowledge. The knowledge application should be appropriate with students’ competency in each level
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