TBL教學策略之成效探討：以護理導論課程為例

背景：團隊導向學習（Team-Based Learning, TBL）教學法已廣泛運用於許多專業領域的教學上。此教學法是以學生為中心的教學策略，具有問題導向學習法（PBL）之優點，但比PBL更具成本效益。可惜少有研究文獻探討TBL運用於護理教育之現況及實施成效，也尚無研究文獻特別探討TBL教學於護理導論課程之運用及成效。因此，本研究目的為運用TBL教學策略於護理學生的護理入門課程—護理導論，並評值TBL在此課程的具體實施成效。方法：本研究採單組事前- 事後測試研究設計，介入措施為TBL教學策略。採用方便取樣，研究對象為南部某科技大學四年制護理系一年級有註冊護理導論課程的學生，共163人，回收率為98.19%。研究採用Self-Directed Learning Instrument, Classroom Engagement Survey, Value of Teams 及考試成績等，作為評值TBL教學策略後學生的學習成效。結果：TBL顯著提升學生的自主學習能力及課室活動參與度，學生的學業成績表現也有顯著改善情形。結論：TBL是一個兼具成本效益的有效教學策略，值得考慮推廣至其他護理課程教學。

關鍵字

TBL學習；課室活動參與；自主學習

並列摘要

The Team-Based Learning (TBL) teaching strategy has been used broadly in many disciplines. It is a learner-centered learning pedagogy with benefits similar to those of Problem-Based Learning while TBL is more cost-effective. However, little is known about the application and effects of TBL in nursing education. The purposes of the study were to apply the TBL method in the Fundamental Nursing course and evaluate its effects on students' learning outcomes. The research used one-group pre-posttest design with the intervention of TBL pedagogy. Using convenience sampling, participants were 163 first-grade nursing students who enrolled in the course and completed and returned the questionnaires (98.19% of response rate). The Self-Directed Learning Instrument, Classroom Engagement Survey, Value of Teams, and academic performance were used to evaluate students' learning outcomes. The results indicated that TBL significantly increased students' abilities of self-directed learning, classroom engagement, and academic performance. The findings demonstrated that TBL is an effective pedagogy with cost-effective concern. The TBL can be considered for broader application in nursing education.

並列關鍵字

Team-Based Learning ； self-directed learning ； classroom engagement

被引用紀錄

林方婷（2017）。資訊融入團隊導向學習高職經濟學課程學習成效與學習動機研究〔碩士論文，淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2017.01093

歐淑玲、倪麗芬（2021）。運用自我效能提升護生專業知識與技能、批判思考及溝通合作力。長庚護理，32(2)，28-40。https://doi.org/10.6386/CGN.202106_32(2).0003

吳瑞文、邱愛芳（2021）。團隊導向學習策略於二技醫護英文課程之運用。護理雜誌，68(2)，43-52。https://doi.org/10.6224/JN.202104_68(2).07

黃惠玲、林秀玲、廖彥婷、江貞紅（2022）。應用混成式團隊導向學習法於醫護教育之教學成效：以照顧管理課程為例。科學教育學刊，30(3)，267-285。https://doi.org/10.6173/CJSE.202209_30(3).0004

林意雪（2022）。大學社會實踐課程的自主學習：從教師到學生中心的鷹架支持。新實踐集刊，(3)，109-152。https://doi.org/10.29634/JNP.202209_(3).0003

國際替代計量

TBL教學策略之成效探討：以護理導論課程為例

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