Chen Miao-Chuan, Tsai Mei-Chu
Department of Nursing, Division of Nursing, Chang Gung University of Science and Technology, and Associate Researcher, Chang Gung Memorial Hospital, Taoyuan, Taiwan.
Division of Nursing, Chang Gung Memorial Hospital, Taoyuan, Taiwan.
BMC Nurs. 2024 Sep 27;23(1):683. doi: 10.1186/s12912-024-02355-4.
Lifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students' self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students' self-directed learning skills and academic performance.
A quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI).
The experimental group performed significantly better than the control group on the dimensions of "identifying learning resources," "monitoring learning progress," and "interpersonal communication," (p < .05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p = .038) and academic performance (p < .001).
The integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students.
终身学习对于培养尽责的护士至关重要。由于自主学习与终身学习显著相关，因此有必要在护理专业学生毕业后提高他们的自主学习技能。本研究考察了基于团队的学习与共情映射教学策略相结合在精神科护理课程中对提高学生自主学习技能和学业成绩的有效性。
采用准实验设计。研究对象为89名就读于精神科护理课程的三年级护理专业学生。数据收集时间为2021年9月22日至2022年1月31日。采用目的抽样法招募参与者，并将其分为实验组和对照组。使用自主学习量表（SDLI）对护理专业学生的学习前和学习后结果进行评估。
结果显示，实验组在“识别学习资源”、“监控学习进度”和“人际沟通”维度上的表现明显优于对照组（p < 0.05）。此外，学生们提高了他们的自主学习技能（p = 0.038）和学业成绩（p < 0.001）。
基于团队的学习与共情映射教学策略相结合显著提高了护理专业学生的自主学习技能和学业成绩。
