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Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3

Background: Team-based learning (TBL) was studied in several preclinical settings, but evidence for its effectiveness in community nursing education is scant. A community health care nursing course was developed, and nursing students engaged in TBL to achieve Sustainable Development Goal 3. Purpose:...

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Autores principales: Yang, Shang-Yu, Liu, Cheng, Hsieh, Pei-Lun
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9180350/
https://www.ncbi.nlm.nih.gov/pubmed/35682217
http://dx.doi.org/10.3390/ijerph19116632
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author Yang, Shang-Yu
Liu, Cheng
Hsieh, Pei-Lun
author_facet Yang, Shang-Yu
Liu, Cheng
Hsieh, Pei-Lun
author_sort Yang, Shang-Yu
collection PubMed
description Background: Team-based learning (TBL) was studied in several preclinical settings, but evidence for its effectiveness in community nursing education is scant. A community health care nursing course was developed, and nursing students engaged in TBL to achieve Sustainable Development Goal 3. Purpose: This study aimed to examine the effect of TBL model integration on students’ learning attitude, community understanding, and community care competence for achieving SDG 3 and determine the extent to which the TBL model altered students’ nursing competence for providing community health care. We compared the effect of TBL and traditional learning (TL) in terms of community health care knowledge objectives. Methods: TBL was employed as the teaching strategy to guide students’ discussion of community care issues, allowing them to fully utilize the knowledge acquired in their community practice. We used an unblinded crossover design, and 99 students participated in the community health nursing course. Results: The results demonstrated that TBL improved participants’ community understanding and enhanced their skills for assessing and fulfilling community needs. The experimental and control groups differed significantly in their TBL performance, learning attitude, and nursing competencies. The performance of those who engaged in TBL was higher than that of those who engaged in TL on all community issues. TBL appears to be a more effective method than TL in terms of achieving nursing students’ knowledge objectives. Conclusions: Regarding practical application, the proposed intervention enables nursing students to acquire professional knowledge related to community aging health care and nursing skills, and establish partnerships with community residents. This facilitates the achievement of the United Nations’ sustainable development goal of ensuring healthy living and promoting well-being at all ages.
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spelling pubmed-91803502022-06-10 Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3 Yang, Shang-Yu Liu, Cheng Hsieh, Pei-Lun Int J Environ Res Public Health Article Background: Team-based learning (TBL) was studied in several preclinical settings, but evidence for its effectiveness in community nursing education is scant. A community health care nursing course was developed, and nursing students engaged in TBL to achieve Sustainable Development Goal 3. Purpose: This study aimed to examine the effect of TBL model integration on students’ learning attitude, community understanding, and community care competence for achieving SDG 3 and determine the extent to which the TBL model altered students’ nursing competence for providing community health care. We compared the effect of TBL and traditional learning (TL) in terms of community health care knowledge objectives. Methods: TBL was employed as the teaching strategy to guide students’ discussion of community care issues, allowing them to fully utilize the knowledge acquired in their community practice. We used an unblinded crossover design, and 99 students participated in the community health nursing course. Results: The results demonstrated that TBL improved participants’ community understanding and enhanced their skills for assessing and fulfilling community needs. The experimental and control groups differed significantly in their TBL performance, learning attitude, and nursing competencies. The performance of those who engaged in TBL was higher than that of those who engaged in TL on all community issues. TBL appears to be a more effective method than TL in terms of achieving nursing students’ knowledge objectives. Conclusions: Regarding practical application, the proposed intervention enables nursing students to acquire professional knowledge related to community aging health care and nursing skills, and establish partnerships with community residents. This facilitates the achievement of the United Nations’ sustainable development goal of ensuring healthy living and promoting well-being at all ages. MDPI 2022-05-29 /pmc/articles/PMC9180350/ /pubmed/35682217 http://dx.doi.org/10.3390/ijerph19116632 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
Yang, Shang-Yu
Liu, Cheng
Hsieh, Pei-Lun
Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3
title Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3
title_full Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3
title_fullStr Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3
title_full_unstemmed Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3
title_short Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3
title_sort effects of team-based learning on students’ teamwork, learning attitude, and health care competence for older people in the community to achieve sdg-3
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9180350/
https://www.ncbi.nlm.nih.gov/pubmed/35682217
http://dx.doi.org/10.3390/ijerph19116632
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