Hemmati Maslakpak Masomeh, Parizad Naser, Zareie Farzad
Department of Nursing, Urmia University of Medical Sciences, Urmia, Iran.
Department of Nursing, Tabriz University of Medical Sciences, Tabriz, Iran.
J Caring Sci. 2015 Dec 1;4(4):331-9. doi: 10.15171/jcs.2015.033. eCollection 2015 Dec.
Team-based learning is one of the active learning approaches in which independent learning is combined with small group discussion in the class. This study aimed to determine the impact of team-based learning in nervous system examination knowledge of nursing students.
This quasi-experimental study was conducted on 3(rd) grade nursing students, including 5th semester (intervention group) and 6(th) semester (control group). The traditional lecture method and the team-based learning method were used for educating the examination of the nervous system for intervention and control groups, respectively. The data were collected by a test covering 40-questions (multiple choice, matching, gap-filling and descriptive questions) before and after intervention in both groups. Individual Readiness Assurance Test (RAT) and Group Readiness Assurance Test (GRAT) used to collect data in the intervention group. In the end, the collected data were analyzed by SPSS ver. 13 using descriptive and inferential statistical tests.
In team-based learning group, mean and standard deviation was 13.39 (4.52) before the intervention, which had been increased to 31.07 (3.20) after the intervention and this increase was statistically significant. Also, there was a statistically significant difference between the scores of RAT and GRAT in team-based learning group.
Using team-based learning approach resulted in much better improvement and stability in the nervous system examination knowledge of nursing students compared to traditional lecture method; therefore, this method could be efficiently used as an effective educational approach in nursing education.
基于团队的学习是一种主动学习方法，它将自主学习与课堂上的小组讨论相结合。本研究旨在确定基于团队的学习对护理专业学生神经系统检查知识的影响。
本准实验研究针对三年级护理专业学生开展，包括第五学期（干预组）和第六学期（对照组）。分别采用传统讲授法和基于团队的学习法对干预组和对照组进行神经系统检查的教学。通过在两组干预前后进行的一项包含40道题（多项选择题、匹配题、填空题和描述题）的测试收集数据。干预组使用个人准备度保证测试（RAT）和小组准备度保证测试（GRAT）收集数据。最后，使用SPSS 13.0版通过描述性和推断性统计检验对收集到的数据进行分析。
在基于团队的学习组中，干预前的均值和标准差为13.39（4.52），干预后增至31.07（3.20），且这种增长具有统计学意义。此外，基于团队的学习组中RAT和GRAT的分数之间存在统计学显著差异。
与传统讲授法相比，采用基于团队的学习方法能使护理专业学生在神经系统检查知识方面有更好的提高和稳定性；因此，该方法可有效地用作护理教育中的一种有效教学方法。
