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Background: Innovation-based learning is an education model that aims to focus on students’ experience through hands on approach, which is a strategy to promote learning skills in the twenty-first century.
Objective: The aim of this research was to investigate the effects of innovation-based learning on twenty-first century skills and learning experiences among nursing students.
Methods: A quasi-experimental research utilizing a two-group pretest–posttest design was used. The sample consisted of nursing students allocated to an experimental group (n=38) and control group (n=37). The experimental group participated in innovation-based learning for eight weeks. Data were collected with a twenty-first century skills and learning experiences questionnaire. The reliability of the twenty-first century skills questionnaire was 0.98 and the learning experiences questionnaire was 0.95, based on Cronbach’s alpha reliability coefficient method. The data were analyzed by Pearson chi-square, independent-sample t-test, and paired-sample t-test.
Results: The findings revealed that the twenty-first century skills score after the experiment was higher than before the experiment in the experimental group (p<0.05). Additionally, the twenty-first century skills score in the experimental group was higher than the control group (p<0.05). The experimental group was at a high level for learning experiences with innovation-based learning (= 4.01, SD = 0.01).
Conclusions: The effects of innovation-based learning (IBL) by promoting learning skills in twenty-first century and learning experiences of nursing students should be used as a guideline of extracurricular activities and as a model of health innovation process development for nursing students.
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