Effects of Team-Based Learning on Knowledge and Satisfaction in Pediatric Nursing Course
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Abstract
Objective: This study aims to examine the effects of team-based learning in nursing care for children with respiratory tract problems on knowledge and satisfaction of nursing students. Methods: The participants of quasi-experimental study, one group pre-posttest design, were 197 third-year nursing students who were taught by team-based learning. Three instruments were used to collect data. Individual Readiness-Assurance Test and Individual Post-test, which were examined for content validity, yielding the item objective congruence (IOC) index of .89 and .88, respectively. Satisfaction questionnaire, which was examined for internal consistency reliability, yielding the Cronbach’s alpha coefficient of .93. Data were analyzed using descriptive statistics and Wilcoxon signed - rank test. Results: The findings revealed that the mean rank of knowledge after experiment was significantly higher than those of before the experiment (Z = -8.59, p < .001). The satisfaction level in team-based learning was at a high level, both overall mean scores and item mean scores. Conclusion: Team-based learning should be applied for theory-based courses in order to enhance learning effectiveness.
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