Department of Histology & Embryology, College of Basic Medical Sciences, Jilin University, Changchun 130021, People's Republic of China.
Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, People's Republic of China.
Nurse Educ Today. 2021 Oct;105:105043. doi: 10.1016/j.nedt.2021.105043. Epub 2021 Jul 2.
The high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL.
To compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL.
A quasi-experimental study design. We selected 27 unbiased participants in the applied LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the two groups was performed by the SETU. The mean and standard deviation of each tool were calculated and compared between the two groups.
The study determined that compared to LBTWSGD, TBL significantly improved students' self-directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the SETU were significantly higher in the TBL group than in the LBTWSGD group.
The TBL teaching method can effectively improve nursing students' self-learning ability and classroom engagement through effective teacher feedback, discussion, and communication. The same clear and definite reading assignments in TBL can help students obtain effective teacher feedback and form effective discussions and communication.
师生比例高是中国护理硕士教育教学方法改革的障碍。虽然 Kim 的研究表明，基于团队的学习（TBL）可以在师生比例高的班级中实施，但对于习惯于传统讲授式教学（TDL）方法的学生来说，这仍然是一个挑战，缺乏包容性设计模式限制了 TBL 的有效应用。
比较基于团队的学习（TBL）对接受基于讲座的小组讨论（LBTWSGD）教学的护理研究生的效果，并阐明促进 TBL 有效应用的关键因素。
采用准实验设计。我们选择了 27 名接受应用 LBTWSGD 组的无偏参与者和 48 名接受应用 TBL 组的参与者，并在课程的最后一天进行了问卷调查，该课程持续了 10 周。使用自我导向学习工具（SDLI）评估学生的自我导向学习能力，使用自我报告参与量表（SREM）评估课堂参与度，使用学生对教学和单元的评价（SETU）评估学生对教学经验的评价。通过 SETU 对两组进行差异分析。计算并比较了两组中每个工具的平均值和标准差。
研究确定，与 LBTWSGD 相比，TBL 显著提高了学生的自我导向学习能力（p<0.01）和课堂参与度（p<0.05）。SETU 中 9 个项目中的 6 个项目的得分在 TBL 组中明显高于 LBTWSGD 组。
TBL 教学法可以通过有效的教师反馈、讨论和交流，有效提高护理学生的自主学习能力和课堂参与度。TBL 中相同明确的阅读作业可以帮助学生获得有效的教师反馈，并形成有效的讨论和交流。
