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Nursing Education 2018
Journal of Nursing and Health Studies
ISSN: 2574-2825
Page 69
April 23-25, 2018
Rome, Italy
27
th
Edition of World Congress on
Nursing Education &
Research
Background:
Team-based learning is a dialectics learning
strategy involving the application of adult learning theory and
the cooperative learning approach. The core principle of the
flipped classroom is that responsibility for learning returns to the
students, the role of teachers changing from that of the leader to
that of provider. However, the application of the flipped classroom
in the team-based learning method in nursing education literature
is insufficient, and there is a lack of clarity as to the process of
implementation process students’ learning outcomes.
Purpose:
Thepurposeofthisstudywastoexploretheeffectiveness
of team-based learning within the flipped classroom on learning
outcomes in nursing education.
Methods:
Using an experimental study design, structured
questionnaires were used for data collection. A non-random,
purposive sampling method was applied and recruited 50
participants, whowere then randomly divided intoan experimental
group and a control group. Two kinds of course intervention
(traditional lecture and online-based flipped classroom) were
delivered to both groups. Pre- and post-testing was used to
evaluate the learning performance in both groups. Analysis of
the questionnaire data was undertaken using SPSS/PC 20.0,
according to the variables of the study for statistical analysis.
Results:
The results of the study showed that there was
statistically significant difference in the post-test scores between
the two groups following different interventions identified by
an independent sample t test (t=13.24, p<.001). Both groups
improved following the interventions as indicated by a paired
sample t test (t=15.89/4.07, p<.001). There was evidence that
the post-test performance of the experimental group was better
than that the control group. The experimental group had satisfied
in three areas, which included learning achievements (M=3.94,
SD=0.21), learning materials (M=3.93, SD=0.20) and knowledge
application (M=3.93, SD=0.21) by questionnaires.
Conclusion:
Team-based learning within a flipped classroom in
the nursing class teaching improved student learning motivation
and learning effectiveness. It is a method aimed at developing
proactive learning and enhancing the skills of critical thinking,
and team communication and cooperation. On the other hand,
this approach also promotes and increases diversity of teaching
for educators.
meichun@ctcn.edu.twApplying flipped classroom in team-based learning approach for
college nursing education – an pilot study
Mei-Chun Lin
Cardinal Tien Junior College of Healthcare and Management, Taiwan
J Nurs Health Stud 2018, Volume 3
DOI: 10.21767/2574-2825-C1-003