Accountability and Satisfaction of under graduate nursing students in Team Based Learning
Elavarasi R1, Renuka K2
1PhD Scholar, Sri Balaji Vidyapeeth, Puducherry, India.
2Principal, AIIMS College of Nursing, Gorakhpur, UP.
*Corresponding Author E-mail: elajeena@gmail.com
ABSTRACT:
Introduction: Team Based Learning is one of the novel stratedy to enhance learning in nursing system due to the awareness among the students about self learning and importance of team work in nursing profession. Common skills which is essential for nursing profession such as communication skill, accountability towards team success, efforts towards contribution etc., were developing due to team based learning. Objective: The study aimed to asses the accountability and satisfaction levelof nursing students towards team based learning. Methods: A Quantitative research approach with descriptive research design was used. All 50 students B.Sc Nursing first year students were included in the study. A structured questionnaire was used to assess the accountability and satisfaction. Results: The finding reflects that students undergone TBL session felt it was good, actively took part in team discussion, felt responsible towards their team success. Conclusion: the study revealed that Team Based learning method was more effective than other conventional method.
KEYWORDS: Nursing, Team Based Learning, Satisfaction, Team work, accountability.
INTRODUCTION:
The faster advancement in Medical technology demands Nursing curriculum or system to become more creative, combination of traditional method of teaching with newer strategies is highly appreciable and acceptable4. Team Based Learning is one of the structured forms of small group learning which emphasizes out of class room self-preparation and application of knowledge in classroom activities. This method of learning facilitates the team work, communication skill, responsibility towards team success3.
The popularity of Team based learning is widely increased because it employs active learning to promote self-directed learning and enhances student adaptability in problem solving situation.
Team based Learning is now used in a variety of academic fields, including Business administration, Medicine, Pharmacy, Nursing etc., To keep up with the fast evolving Medical technology and science, Nursing Education must become more innovative, combining old teaching strategies with novel methodologies.1
Nursing Education must keep pace with the rapidly advancing medical care to support Nurses abilities in in critical thinkingand problem solving. It will help nursing professionals to respond effectively to complicated, diverse and ever changing medical situations.2
Ulfa et.al. (2021) conducted a cluster randomized controlled trial to compare the effects of TBL and LBL. Random allocation was conducted using a simple random sampling method (i.e., coin flipping). There was 1 cluster in the intervention group (n=62 students) and 1 cluster in the control group (n=53 students). The students in the intervention group participated in a TBL class (90 min) three times, whereas the students in the control group attended an LBL class on postpartum haemorrhage topics. Result revealed that mean clinical reasoning on postpartum haemorrhage scores were significantly higher in the TBL students than in the LBL students at post-test (p<.001; Cohen’s d=1.41) and 2 weeks post-test (p<.001; Cohen’s d=1.50). The CES showed a significantly higher in the intervention group than in the control group.
Branney et.al. (2018) conducted a mixed method observational study to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. Applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention, the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. The exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material.
OBJECTIVE:
To assess the accountability and satisfaction on Team Based Learning.
Hypothesis:
The Responsibility towards team success and satisfaction in the Team Based learning method will be highly significantly then other routine methods of teaching.
Methods:
A Quantitative research approach was used for the study. A descriptive design was used. B.Sc Nursing students from HLG Institute of Nursing, were chosen as the study setting, using the total enumerative sampling technique, all students in the class were selected to be used in the data collection process. Initially students were given with one study material prepared by the researcher. After reading the content, participant underwent Individual readiness test with Multiple choice question of the same content and sftersome time participant took part in the Team readiness assurance test with same Multiple choice question answered as Team with Immediate feedback assessment technique. Then Finally the moderator clarified their appeals. Then participants filled up the rating scale and check list based on their satisfaction and feedback regarding accountability. privacy was also ensured during the evaluation. This study was non-invasive thus they were protected from harm, informed all participants regarding their withdrawal from study with freedom. The data of current study was analysed with the help of statistical software which known as SPSS. Descriptive and inferential statistics were analysed.
ETHICAL CONSIDERATION:
Ethical clearance received from IQ City Medical College and Hospital, West Bengal. Permission for data collection was received from concerned Institution Heads. The students were asked to sign an informed consent form, students’ information and their responses were kept confidential.
RESULTS AND DISCUSSION:
A descriptive design is used to assess the students accountability and satisfaction towards team based learning method. The students those who took part in the study reported that higher level of accountability towards team success and they were completely satisfied and enjoyed the TBL session.
This findings clearly revealed two important messages that because they reinforce the idea that TBL has potential of improving student satisfaction and engagement
LIMITATION:
The sample size was less and this restricts the generalization of the findings to a larger population.
CONCLUSION:
It is concluded that Team Based Learning method was more effective than conventional method among nursing students. It has shown better knowledge acquisition as well as critical thinking skills, it can be chosen as an effective teaching-learning method in Nursing.
CONFLICT OF INTEREST:
There are no conflicts of interest.
REFERENCES:
1. Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Education Today. 2021; 97:104721.
2. Kim H, Song Y, Lindquist R, Kang H. Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students. Nurse Education Today. 2016;38:115-8.
3. Roh YS, Lee SJ, Choi D. Learner Perception, Expected Competence, and Satisfaction of Team-Based Learning in Korean Nursing Students. Nursing Education Perspectives. 2015; 36(2): 118-20.
4. Choi E, Lindquist R, Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Education Today. 2014; 34(1): 52-6.
Received on 21.08.2023 Modified on 23.09.2023
Accepted on 13.10.2023 © A&V Publications all right reserved
Int. J. Nur. Edu. and Research. 2023; 11(4):307-308.