团队学习模式对护生技能训练的影响：一项随机对照研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-07-16 DOI:10.1016/j.nepr.2025.104476

Gamze Bolattürk , Esin Çeti̇nkaya Uslusoy

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引用次数: 0

摘要

目的确定和评价团队学习模式在护理一年级学生技能训练中的效果。基于团队的学习（TBL）是一种教学方法，学生积极参与教学过程，培养批判性思维，解决问题的能力，有效的团队合作和沟通能力。然而，在护理技能培训中缺乏对该方法的使用和评价。设计：随机对照研究设计。方法研究于2024年10月至11月在土耳其一所大学的护理基础课程中进行。将126名护生随机分为实验组（n = 63）和对照组（n = 63）。采用个人准备度保证测试（iRAT）、团队准备度保证测试（tRAT）和客观结构化临床检查（OSCE）技能检查表收集研究数据。采用iRAT对实验学生进行单独回答。在iRAT之后，实验组的学生被分成小组，以相同的技能在一起工作。然后，将tRAT应用于团队决策。结果发现团队合作在各单元都是有效的，学生的iRAT和tRAT平均分差异有统计学意义。观察发现实验组与对照组的OSCE学业平均分差异有统计学意义，实验组学生得分较高（t = 4.765,p = 0.001）。结论TBL方法在积极的协作学习活动范围内提高了学生护理技能教育的学业成功率。

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The effect of team-based learning model on skills training of nursing students: A randomized controlled study

Aim

Determining and evaluating the effect of team-based learning model on skills training in first-year nursing students.

Background

Team-Based Learning (TBL) is a teaching method where students actively participate in the teaching process, developing critical thinking, problem solving, effective teamwork and communication skills. However, there is a lack of use and evaluation of this method in nursing skills training.

Design

A randomized controlled study design.

Methods

The study was conducted between October-November 2024 with students enrolled in the Fundamentals of Nursing course at a university in Turkey. A total of 126 nursing students were randomly assigned to the experimental group (n = 63) and the control group (n = 63). The research data were collected using the Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT) and Objective Structured Clinical Examination (OSCE) Skill checklists. iRAT was applied to the experimental students to answer individually. After iRAT, the students in the experimental group were divided into teams and worked together same skill. Then, tRAT was applied to answer with team decision.

Results

It was found that teamwork was effective in all units and statistically significant differences between students' iRAT and tRAT mean scores. It was observed that there was a statistically significant difference in OSCE academic score averages between the experimental and control groups and the experimental group students received higher scores (t = 4.765, p = 0.001).

Conclusions

It was observed that the TBL method increased the academic success of students in nursing skills education within the scope of active and collaborative learning activities.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.