The Effects of Team-Based Learning Education on Critical Thinking, Interpersonal Relationships, Self-Leadership and Academic Major Satisfaction
AUTHORS
Suk-Young Lee,Dept. of Nursing Hanil University & Presbyterian Theological Seminary, Korea
Seung-Ju Kang*,Dept. of Nursing Chunnam Techno University, Korea
ABSTRACT
This study was conducted to develop and evaluate the effects of Team-Based Learning (TBL) education program, in the college course “Theory of Nursing Process, on critical thinking, interpersonal relationships, self-leadership and academic major satisfaction among nursing college students. The methodology used in this research is an experimental study of one group pre-post-test design, which was designed to check the difference before and after intervention through TBL education program to the treatment group. The participants in this study are second-year nursing students at H University in J city, South Korea. From March 24, 2019, to June 15, 2019, TBL education program was applied to “Theory of Nursing Process” classes 2 hours per week, 10 weeks in total. The collected data was analyzed with descriptive statistics and paired t-tests using the SPSS win 21. Program. The effects of TBL educational program on critical thinking ability, interpersonal relationships, self-leadership and satisfaction toward the nursing major were statistically significant, as follows: critical thinking ability(t=-4.09,p=.000), interpersonal relationship(t=-3.35,p=.001), self-leadership (t=-3.48,p=.001) and major satisfaction(t=-2.47,p=.016). The above findings confirm that the application of team-based learning in nursing education can positively affect critical thinking, interpersonal relationships and self-leadership among nursing students, and increase academic major satisfaction.
KEYWORDS
TBL, Critical thinking, Interpersonal relationships, Self-leadership, Academic major, Satisfaction
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