:: Volume 15, Issue 10 (January 2018) ::
J Urmia Nurs Midwifery Fac 2018, 15(10): 743-751 Back to browse issues page
Farzad Zareie Mr1, Khosro Ghaderian Mr2, Esmaiel Maghsoodi 3, Amir Aliaghaie Mr4
1- M.Sc in Nursing Education, Boukan Nursing Faculty, Urmia University of Medical Sciences, Iran
2- M.Sc in Critical Care Nursing, Urmia University of Medical Sciences, Iran
3- M.Sc in Nursing Education, Maragheh University of Medical Sciences, Iran (Corresponding author) , smko.umsu@yahoo.com
4- B.Sc in Nursing, Head of the Department of Education, School of Boukan Nursing, Urmia University of Medical Sciences, Iran
Abstract:   (1687 Views)
Background & Aims: Today in Nursing Education, Active learning techniques are considered a good alternative to traditional methods and In this regard, the implementation of Team-Based Learning (TBL) is one of the choices ahead. The aim of this study is Determination of The effect of the implementation of Team-Based learning (TBL) On Learning Diabetes Course in Nursing Students.
Materials & Methods: The present study is a Quasi-experimental of One group before and after. From a design modified TBL was used to present topics related to diabetes for the second year nursing students. After designing standardized tests, students in this course, After pre-test Participated in a five-hour TBL workshop And to evaluate the survival of subjects the post-test was performed After three months. A Students understand of the TBL method survey questionnaire at the end of the period was in their possession. Finally, the data were analyzed by statistical analysis software SPSS (Ver.20) and descriptive and analytical tests.
Results: The Mean and Standard Deviation of students’ pre-test and post-test scores were 15.60 ± 2.62 and 27.50 ± 3.57 Respectively, That in this regard the difference between them were significant. As well as Significant difference were observed between the Individual Readiness Assurance Test and the Group Readiness Assurance Test scores. By sex Separation, only students’ scores difference were significant in the IRAT (P<0.001). As well as strong and weak students had benefited equally from TBL. The students gave positive views in the TBL satisfaction questionnaire.
Conclusions: According to TBL Ability in test performance and survival of Contents improvement, this approach can be considered in nursing education as an alternative approach to traditional methods; for this purpose that the quality of nursing education improvement can lead to improved quality of services that they provided at the bedside.
Keywords: Group–based education, TBL, Active Learning, Nursing Students
Full-Text [PDF 417 kb]   (230 Downloads)    
Type of Study: Research | Subject: پرستاری

XML   Persian Abstract   Print

Volume 15, Issue 10 (January 2018) Back to browse issues page