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Updated: Jun 11, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Applying team-based learning combined with empathy map to improve self-directed learning skills.

Miao-Chuan Chen1, Mei-Chu Tsai2

  • 1Department of Nursing, Division of Nursing, Chang Gung University of Science and Technology, and Associate Researcher, Chang Gung Memorial Hospital, Taoyuan, Taiwan. mcchen@mail.cgust.edu.tw.

BMC Nursing
|September 28, 2024
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Summary

An integrated teaching strategy significantly improved nursing students' self-directed learning skills and academic performance. This approach is vital for developing conscientious nurses through enhanced learning resource identification and progress monitoring.

Keywords:
EmpathySelf-Directed LearningTeam-based learning

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Area of Science:

  • Nursing Education
  • Medical Pedagogy
  • Health Professions Education

Background:

  • Lifelong learning is crucial for developing conscientious nurses.
  • Self-directed learning (SDL) is strongly linked to lifelong learning, necessitating skill enhancement in nursing students.
  • This study investigated a novel teaching strategy to boost SDL skills and academic outcomes in psychiatric nursing.

Purpose of the Study:

  • To evaluate the effectiveness of an integrated team-based learning and empathy mapping strategy.
  • To enhance self-directed learning skills among nursing students.
  • To improve academic performance in a Psychiatric Nursing course.

Main Methods:

  • A quasi-experimental design was employed with 89 third-year nursing students.
  • Participants were divided into an experimental group and a control group.
  • The Self-Directed Learning Instrument (SDLI) was used for pre- and post-test evaluations.

Main Results:

  • The experimental group showed significant improvements in identifying learning resources, monitoring learning progress, and interpersonal communication.
  • Students in the experimental group demonstrated enhanced self-directed learning skills (p=0.038).
  • Academic performance was significantly improved in the experimental group (p<0.001).

Conclusions:

  • The integrated team-based learning and empathy mapping strategy effectively enhanced nursing students' self-directed learning skills.
  • This teaching approach positively impacted academic performance in Psychiatric Nursing.
  • The findings support the integration of innovative teaching methods to foster lifelong learning in nursing.