Developing professional attributes in critical care nurses using Team-Based Learning

Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

doi:10.1016/j.nepr.2015.01.011

Cited by 53 publications

(61 citation statements)

References 28 publications

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“…This is agreed with Currey et al (22) who concluded team based learning offers real potential for deep learning and provides graduates with capacities for higher level critical thinking, problem solving, and a valuing of team-based solutions in the workforce. However, Tiwari et al (29) found that, no significant difference was observed between the pretest and post-test mean scores for the surface approach to learning.…”

supporting

confidence: 84%

“…This is the same line of Currey et al (22) who mentioned Team Based-Learning develops team behaviors as students practice interpersonal communication, collaborative decision making, negotiation, giving and receiving feedback, peer review and demonstrating respect for others. Perhaps partly because of the incentives for learning teams to operate collaboratively, inclusively and equitably.…”

mentioning

confidence: 55%

“…Cooperative learning or Team-Based Learning creates (TBL) conditions in which students will work together cooperatively to solve clinical problems and apply their learning to real world practice situations (22) . Traditional lecture-based teaching methodologies passively transfer information from educator to student, and do not require active engagement from the student to reflect on the concepts being ‗delivered', hence limiting teachers in developing their students' critical thinking skills (23) .…”

Section: Discussionmentioning

confidence: 99%

“…It provides better opportunity for learners to grow and achieve the course objectives as well as the student-outcomes (6) . Furthermore, Curreyet al (22) revealed Team-Based Learning is an innovative learner-centered educational strategy designed to develop high performance learning teams. It can dramatically improve the quality of student learning by engaging students in participating actively in their own and others' learning in a way particularly reflective of ideal cooperative experiential learning encountered in the clinical environment.…”

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confidence: 99%

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The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Mahmoud¹

2017

IJLD

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Today's, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement. Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones. Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before-after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the eighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students' Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet. A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean ISSN 2164-4063 2017 scores for the surface approach to learning. It was concluded that cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance. International Journal of Learning and Development

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confidence: 55%

Section: Discussionmentioning

confidence: 99%

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The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Mahmoud¹

2017

IJLD

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“…At present, group discussion is used more and more frequently in medical education [4][5][6], the students must have mutual cooperation, share resources and bear responsibilities together in the concept map drawing process during case study from group task distribution, data acquisition and discussion to final presentation. By means of such cooperative learning, the student groups share group thinking and wisdom, which shows cooperative learning spirit and teamwork consciousness [7], promotes meaningful learning and improves their communication skills obviously.…”

Section: Enhance Communication Skills and Team Cooperation Consciousnmentioning

confidence: 99%

Application of Computer-aided Concept Map in Nursing Teaching

Chen¹,

Zhang²,

Nie³

et al. 2017

dtssehs

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Abstract. This article aims at discussing application of the computer-aided concept map in nursing classroom teaching. Based on case studies, the teacher performed teaching on second-year and third-year students majored in nursing and selected from Grades 2010-2014 in the university by using the concept map software and adopted a classroom observation method, a questionaries' method and a concept map evaluation method to understand the students' learning status. The results showed that the computer-aided concept map teaching could promote the students to tease out knowledge and improve their ability sufficient for clinical judgment. It follows that the computer-aided concept map teaching can well assist teachers to perform teaching design, evaluation and reflection, enhance critical thinking ability and learning reflection ability of the students, and improve the teaching effect effectively.

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Interactive audio human organ model combined with team‐based learning improves the motivation and performance of nursing students in learning anatomy and physiology

Lee,

Wang

2023

Anatomical Sciences Ed

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Among the basic medical sciences, anatomy and physiology (anatomy & physiology) is a fundamental subject for students majoring in nursing. Due to its diversity and difficulty, nursing students experience stress when studying it. Previous graduates generally presented lower achievements in anatomy & physiology than in other nursing‐related subjects in the National Council Licensure Examination‐Registered Nurse, indicating that anatomy & physiology education requires improvement. Accordingly, we examined the impact of innovative teaching on students' motivation and performance when learning anatomy & physiology through a quasi‐experimental pre‐/post‐test design. For innovative teaching, we used the novel interactive audio human organ model, followed by team‐based learning. The participants were 200 lower‐grade students in the nursing department of a junior college in Taiwan, divided into two groups receiving innovative teaching (experimental group) or traditional teaching (control group). Questionnaire surveys were administered, and the collected data were statistically analyzed. The innovative teaching in anatomy & physiology improved learning motivation, especially in terms of affect, executive volition, and learning performance. The essential components of learning motivation, such as value, expectation, affect, and executive volition, were positively correlated with the reaction levels of learning performance. Regarding the improvement in academic performance, the experimental group performed significantly better than the control group. The use of innovative teaching in class enhances students' learning motivation and learning performance when studying anatomy & physiology. Interactive teaching aids enhance the enjoyment of learning anatomy & physiology while facilitating in‐depth exploration of the human organs and systems.

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Developing professional attributes in critical care nurses using Team-Based Learning

Cited by 53 publications

References 28 publications

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Application of Computer-aided Concept Map in Nursing Teaching

Interactive audio human organ model combined with team‐based learning improves the motivation and performance of nursing students in learning anatomy and physiology

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