Effects of Simulation-based Education Combined Team-based Learning on Self-directed Learning, Communication Skills, Nursing Performance Confidence and Team Efficacy in Nursing Students.
10.7739/jkafn.2017.24.1.39
- Author:
Eun KO
1
;
Hye Young KIM
Author Information
1. Department of Nursing, College of Life Science and Natural Resources, Sunchon National University, Suncheon, Korea.
- Publication Type:Original Article
- Keywords:
Patient simulation;
Learning;
Nursing students
- MeSH:
Education*;
Humans;
Learning*;
Methods;
Nursing*;
Patient Simulation;
Students, Nursing*
- From:Journal of Korean Academy of Fundamental Nursing
2017;24(1):39-50
- CountryRepublic of Korea
- Language:English
-
Abstract:
PURPOSE: The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. METHODS: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. RESULTS: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. CONCLUSION: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.
