基于团队的学习:实施和评估护理学生的经验和满意度
Hind A M Elamin1, Iman K Abdel Gadir2, Mohammad Zaino1
1College of Nursing and Health Sciences, Jazan University, Jazan, Saudi Arabia.
African journal of reproductive health
|December 3, 2024
概括
基于团队的学习 (TBL) 提高了学生在护理教育中的参与度和问责度. 这一策略改善了绩效和满意度,在收益方面存在明显的性别差异.
科学领域:
- 医学教育 医学教育
- 护理教育 护理教育
- 教育心理学教育心理学
背景情况:
- 传统的被动学习方法往往限制学生的参与和问责制.
- 基于团队的学习 (TBL) 为增强学习体验提供了一个积极的,协作的替代方案.
- 评估TBL对问责制,绩效和满意度的影响对于优化护理教育至关重要.
研究的目的:
- 评估学生的问责制,表现和对团队学习策略的满意度.
- 调查性别和累积平均成绩对TBL结果的影响.
- 为了确定TBL在沙特阿拉伯护理学院环境中的有效性.
主要方法:
- 这是一项准实验性的,一组后测试研究,涉及214名护理学生.
- 实施以团队为基础的学习课程,随后进行在线调查.
- 分析使用描述性统计,千平方和多层回归来评估结果.
主要成果:
- 学生表现出高度的问责制,有85%的学生使用课前材料进行准备.
- 大多数人表示对参与感到满意,并建议TBL参加护理课程.
- 观察到显著的性别影响,男性学生在准备性评估得分上有30.73%的改善 (P < 0.0001).
结论:
- 基于团队的学习显著改善了学生参与,表现和在护理课程中的问责制.
- 培养动力和参与,导致高学生满意度.
- 虽然有效,但建议进行进一步的研究,以提高TBL研究结果在各种教育环境中的可转移性.
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