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The Journal of Korean Academic Society of Nursing Education 2012;18(2):239-247.
Published online August 31, 2012.
A Survey of Student Perceptions, Academic Achievement, and Satisfaction of Team-based Learning in a Nursing Course
Roh, Young-Sook;Ryoo, Eon-Na;Choi, Dong-Won;Baek, Sun-Sook;Kim, Sang-Suk;
1Red Cross College of Nursing, Chung-Ang University
2Department of Nursing, Sunlin College University
3Red Cross College of Nursing
4Red Cross College of Nursing, Chung-Ang University
5Red Cross College of Nursing, Chung-Ang University
간호교육에서 팀 기반학습(Team-based Learning)의 적용에 관한 연구
노영숙, 류언나, 최동원, 백선숙, 김상숙
1중앙대학교 적십자간호대학
2선린대학교 간호학과
3(전) 적십자간호대학
4중앙대학교 적십자간호대학
5중앙대학교 적십자간호대학
This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results: Mean perceptions of TBL was $6.64{pm}5.11$, and $8.30{pm}4.11$ for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was $4.85{pm}1.41$, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.
Key Words: Nursing education, Nursing student, Learning, Personal satisfaction

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