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Volume 16, Issue 52 (2024)
JMED 2024, 16(52): 10-16 |
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Zareie F, Karimirad M R, Sharafi H, Azadmehr F, Mollarahimi K. Impact of team-based learning on nursing students' knowledge of cardiovascular system examination. JMED 2024; 16 (52) :10-16
URL: http://edujournal.zums.ac.ir/article-1-1742-en.html
URL: http://edujournal.zums.ac.ir/article-1-1742-en.html
Department of Nursing. Boukan School of Nursing, Urmia University of Medical Sciences, Urmia, Iran
Abstract: (1227 Views)
Background & Objective: The use of team-based learning (TBL) as one of the active learning strategies in the education of nursing students is expanding. The purpose of this study was to investigate the effect of employing the TBL method on improving the knowledge of the cardiovascular system in nursing students.
Materials & Methods: This semi-experimental study was conducted on nursing students of Hormozgan University of Medical Sciences, Hormozgan, Iran, in 2017. The students were divided into intervention (TBL method) and comparison (traditional lecture method) groups. The intervention group was taught by the TBL method, while the control group received teaching by the lecture method during three 2-hour sessions. Pre-test and post-test were administered to all students. The data were analyzed using SPSS23 software and the significance level was considered ≤ 0.05.
Results: The results showed a significant difference among the students in the intervention group, whose mean score of knowledge increased from 12.45±5.22 before the test to 32.26±4.25 after the test (P<0.001). Moreover, the comparison of the post-test mean scores in the intervention (32.26±4.25) and control (17.33±4.05) indicated a significant difference between the two groups (P<0.03).
Conclusion: The adoption of novel educational methods, such as TBL, in the education of nursing students can improve their knowledge.
Materials & Methods: This semi-experimental study was conducted on nursing students of Hormozgan University of Medical Sciences, Hormozgan, Iran, in 2017. The students were divided into intervention (TBL method) and comparison (traditional lecture method) groups. The intervention group was taught by the TBL method, while the control group received teaching by the lecture method during three 2-hour sessions. Pre-test and post-test were administered to all students. The data were analyzed using SPSS23 software and the significance level was considered ≤ 0.05.
Results: The results showed a significant difference among the students in the intervention group, whose mean score of knowledge increased from 12.45±5.22 before the test to 32.26±4.25 after the test (P<0.001). Moreover, the comparison of the post-test mean scores in the intervention (32.26±4.25) and control (17.33±4.05) indicated a significant difference between the two groups (P<0.03).
Conclusion: The adoption of novel educational methods, such as TBL, in the education of nursing students can improve their knowledge.
Article Type : Orginal Research |
Subject:
Education
Received: 2022/10/15 | Accepted: 2023/05/23 | Published: 2024/03/16
Received: 2022/10/15 | Accepted: 2023/05/23 | Published: 2024/03/16
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