Effects of Team-Based Learning and Case-Based Learning on Knowledge, Clinical Reasoning, and Self-Directed Learning among Third-Year Nursing Students in Adult and Gerontological Nursing II
Keywords:
Team-Based Learning, Case-Based Learning, Knowledge, Clinical Reasoning, Self-Directed LearningAbstract
This two-group pretest–posttest design quasi-experimental study examined the comparative effects of team-based learning and case-based learning on knowledge, clinical reasoning, and self-directed learning among third-year nursing students enrolled in Adult and Gerontological Nursing II academic course. The sample consisted of 118 third-year nursing students from the Saraburi Boromarajonani College of Nursing, randomly assigned to either the team-based learning group (n = 60) or the case-based learning group (n = 58). Research instruments included: (1) a knowledge test, (2) a clinical reasoning assessment, and (3) a self-directed learning scale with content values yielding .88, .94, and .94, respectively and reliability coefficients of .91, .94, and .95, respectively. Quantitative data were analyzed using descriptive statistics and t-tests. Results were as follows.
1. After the intervention, the team-based learning group demonstrated statistically significant improvements in knowledge, clinical reasoning, and self-directed learning.
2. The case-based learning group showed statistically significant improvements as well in knowledge and clinical reasoning, while self-directed learning scores increased but did not reach statistical significance.
3. Post-intervention comparisons indicated no significant differences between the two groups in knowledge and clinical reasoning. However, self-directed learning scores were significantly higher in the team-based learning group compared to the case-based learning group.
This study suggests that instructors should employ team-based learning to enhance knowledge, clinical reasoning, and self-directed learning, while case-based learning remains effective for improving knowledge and clinical reasoning among nursing students.
References
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