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Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study
Health assessment as a subject comprises knowledge and practices in which health problems are identified by collecting individual health data. As the subject requires fast learning of voluminous content, it becomes cumbersome. Team-based learning (TBL) has been proposed as an effective teaching and...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9140518/ https://www.ncbi.nlm.nih.gov/pubmed/35627954 http://dx.doi.org/10.3390/healthcare10050817 |
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author | Park, Hyung-Ran Park, Eunyoung |
author_facet | Park, Hyung-Ran Park, Eunyoung |
author_sort | Park, Hyung-Ran |
collection | PubMed |
description | Health assessment as a subject comprises knowledge and practices in which health problems are identified by collecting individual health data. As the subject requires fast learning of voluminous content, it becomes cumbersome. Team-based learning (TBL) has been proposed as an effective teaching and learning strategy in such situations. This study aimed to explore the lived TBL experiences of nursing students from their perspectives in a health assessment subject. This study adopted a qualitative research method. TBL was applied in a health assessment subject at a university in South Korea, as a 2-credit course for 16 weeks. Twelve sophomore nursing students who enrolled in a health assessment subject were the participants. Data were collected through individual in-depth interviews and analyzed using Colaizzi’s method. The results contained twelve themes categorized into five theme clusters: “Getting ready for learning”, “Effective class promoting concentration and immersion”, “Proactive participation in a non-hierarchical learning environment”, “Complementary collaboration”, and “Sense of burden”. The findings suggest that TBL is an effective teaching and learning strategy for the discipline, imparting positive experiences such as class engagement, teamwork, learning outcomes, and improvement of problem-solving skills if students’ role conflicts and continuous learning burden can be addressed. |
format | Online Article Text |
id | pubmed-9140518 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-91405182022-05-28 Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study Park, Hyung-Ran Park, Eunyoung Healthcare (Basel) Article Health assessment as a subject comprises knowledge and practices in which health problems are identified by collecting individual health data. As the subject requires fast learning of voluminous content, it becomes cumbersome. Team-based learning (TBL) has been proposed as an effective teaching and learning strategy in such situations. This study aimed to explore the lived TBL experiences of nursing students from their perspectives in a health assessment subject. This study adopted a qualitative research method. TBL was applied in a health assessment subject at a university in South Korea, as a 2-credit course for 16 weeks. Twelve sophomore nursing students who enrolled in a health assessment subject were the participants. Data were collected through individual in-depth interviews and analyzed using Colaizzi’s method. The results contained twelve themes categorized into five theme clusters: “Getting ready for learning”, “Effective class promoting concentration and immersion”, “Proactive participation in a non-hierarchical learning environment”, “Complementary collaboration”, and “Sense of burden”. The findings suggest that TBL is an effective teaching and learning strategy for the discipline, imparting positive experiences such as class engagement, teamwork, learning outcomes, and improvement of problem-solving skills if students’ role conflicts and continuous learning burden can be addressed. MDPI 2022-04-28 /pmc/articles/PMC9140518/ /pubmed/35627954 http://dx.doi.org/10.3390/healthcare10050817 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Park, Hyung-Ran Park, Eunyoung Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study |
title | Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study |
title_full | Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study |
title_fullStr | Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study |
title_full_unstemmed | Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study |
title_short | Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study |
title_sort | team-based learning experiences of nursing students in a health assessment subject: a qualitative study |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9140518/ https://www.ncbi.nlm.nih.gov/pubmed/35627954 http://dx.doi.org/10.3390/healthcare10050817 |
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