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題名 | 運用團隊導向學習模式於護理學生病歷閱讀能力之成效探討=The Effects of Team-based Learning to Improve the Ability of Application Medical Records among Nursing Students |
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作者 | 謝佩玲; 陳淑賢; | 書刊名 | 教學實踐研究 |
卷期 | 3:3 2023.09[民112.09] |
頁次 | 頁63-86 |
分類號 | 419.63 |
關鍵詞 | 自主學習; 病歷閱讀; 團隊導向學習; 護理學生; Self-directed learning; Medical record; Team-based learning; Nursing students; |
語文 | 中文(Chinese) |
DOI | 10.7007/JSoTL.202309_3(3).0003 |
中文摘要 | 本研究探討團隊導向學習模式(Team-based Learning, TBL)對於病歷閱讀課程護理學生自主學習、團隊合作學習、學業成績表現改變之影響,以及學生對於TBL教學模式之課程滿意度與學習感受,採單組前後測設計,以TBL為教學介入策略,研究對象為四技護理系三年級上學期選修「病歷閱讀」的學生,共計50位。TBL成效評量表包含自主學習量表與學生團隊合作學習經驗量表、課程教學評量表及質性回饋反思單,量性資料採描述性統計分析,質性資料以持續性比較法進行內容分析。研究結果顯示在TBL教學模式介入後,自主學習及課程滿意度平均後測得分顯著高於前測,團隊合作學習整體平均得分為4.39 (± 0.64),小組準備度測驗成績(GRAT)顯著高於個人準備度測驗成績(IRAT),同學們在質性回饋內容表示,經過TBL教學之後能正確病歷閱讀及彙整病歷重點、提升團隊合作及責任、增強自主學習力,顯示學生對於TBL教學模式的認同。綜上,TBL能顯著提升學生自主學習,促進積極參與學習活動與課前預習,使學生獲得較正向的學習經驗,此研究結果可提供護理教師在教學實務探究時參考,建議未來結合跨領域教師團隊,促使學生具備更多元的專業知識。 |
英文摘要 | This study explored the effects of team-based learning (TBL) to improve self-directed learning, cooperative team learning, academic performance, course satisfaction, and learning experience among nursing students in the medical record course. This study adopted a one-group pre-test and post-test design. TBL was a teaching intervention strategy. A total of 50 nursing students enrolled in the course. The evaluation instruments were the self-directed learning scale, teamwork experience scale, course evaluation questionnaire, and feedback reflection sheet. Descriptive statistical analysis was used for the quantitative data. Qualitative data was performed using content analysis by the constant comparison method. The results showed that after the intervention, the average post-test scores of self-directed learning and course satisfaction were significantly higher than those of the pre-test (p < 0.01). The mean score of teamwork learning was 4.39 (± 0.64). The score of academic performance on the group readiness assurance test (GRAT) was significantly higher than the individual readiness assurance test (IRAT) (p < 0.001). The students expressed that after TBL intervention, they could understand medical records and briefly summarize the important events and issues of the patient. Teamwork and responsibility, and self-directed learning were also increased. Overall results showed that students had a positive view of the TBL teaching strategy and agreed with teamwork learning. TBL significantly improved students' self-directed learning, activity engagement, pre-class preparation, and academic performance. Students had a more happy learning experience. TBL can be considered for broader application in nursing education. It is recommended that the interprofessional education strategy be applied to improve students' diverse professional knowledge. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。