Child Health Nurs Res.  2019 Oct;25(4):507-517. 10.4094/chnr.2019.25.4.507.

Effects of Team-based Problem-based Learning Combined with Smart Education: A Focus on High-risk Newborn Care

• Yang SY

• KMID: 2464955
• DOI: http://doi.org/10.4094/chnr.2019.25.4.507

Abstract

PURPOSE
This study was conducted to examine the effects of team-based problem-based learning combined with smart education among nursing students.
METHODS
A quasi-experimental non-equivalent control group, pre-posttest design was used. The experimental group (n=36) received problem-based learning combined with smart education and lectures 7 times over the course of 7 weeks (100 minutes weekly). Control group (n=34) only received instructor-centered lectures 7 times over the course of 7 weeks (100 minutes weekly). Data were analyzed using the χ2 test, the Fisher exact test, and the independent t-test with SPSS for Windows version 21.0.
RESULTS
After the intervention, the experimental group reported increased learning motivation (t=2.70, p=.009), problem-solving ability (t=2.25, p=.028), academic self-efficacy (t=4.76, p<.001), self-learning ability (t=2.78, p<.001), and leadership (t=2.78, p=.007) relative to the control group.
CONCLUSION
Team-based problem-based learning combined with smart education and lectures was found to be an effective approach for increasing the learning motivation, problem-solving ability, academic self-efficacy, self-learning ability, and leadership of nursing students.

Keyword

Students; Nursing; Computer-assisted instruction; Problem-based learning

MeSH Terms

Computer-Assisted Instruction
Education*
Humans
Infant, Newborn*
Leadership
Learning
Lectures
Motivation
Nursing
Problem-Based Learning*
Students, Nursing