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Effect of multi-disciplinary teaching on learning satisfaction, self-confidence level and learning performance in the
1Department of Nursing, Ching Kuo Institute of Management and Health, No.336, Fuxing Road., Zhongshan Dist., Keelung City, Taiwan, ROC.
Aim:
The aim of this study was to design a multidisciplinary teaching method that combines game-based learning with a clinical situation-based teaching program and to test learning motivation, learning satisfaction and self-confidence.
Background:
Research has suggested that game-based learning and clinical situation-based teaching can effectively capture student attention and stimulate student learning motivation as well as increase learning satisfaction and self-confidence.
Design:
The randomized and experimental design used in this study was a pretest-posttest control group design.
Methods:
This study recruited participants from a technical college in the north of Taiwan. The experimental group (receiving multidisciplinary teaching) comprised 48 participants and the control group (receiving traditional teaching) comprised 50 participants. Participants took a pretest before the multidisciplinary teaching intervention, received a total of 12 weeks of intervention and then took a posttest within 1 week of the end of the course. These participants completed a questionnaire regarding learning satisfaction, confidence and learning performance.
Results:
The multidisciplinary teaching intervention improved learning satisfaction (t = 7.36, p < 0.001), self-confidence (t = 7.34, p < 0.001) and learning performance (t = 6.66, p < 0.001). Multidisciplinary teaching interventions can improve learning satisfaction, self-confidence and learning performance among nursing students.
Conclusions:
Multidisciplinary teaching should be promoted in the context of nursing teaching and students have the multidisciplinary learning.
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