The Application Of TBL Used In Undergraduate Clinical Nursing Education

Objectives:To study the application effect of team based learning mode(Team-Based learning,TBL)in clinical teaching activities of undergraduate nursing;to analysis the influence based on TBL teaching model on nursing students' knowledge mastery level,clinical thinking and problem solving skills;to discuss the considerations which need to pay attention in the clinical teaching of undergraduate nursing with TBL;to improve the ability of nursing students to deal with the problems of clinical practice,cultivate the spirit of teamwork,and to integrate what is learned with practice.Methods:Importing experimental design method for research,applying convenient sampling and taking 66 grade 2011 undergratuates majoring nursing of a medical university in Liao Ning province as objects.Inclusion criteria:(1)Four-year undergraduate nursing students;(2)Those who have not yet participated in clinical department of internal medicine and pediatric clinical practice in the second half of the junior semester,but to participate in clinical practice.Exclusion criteria:(1)trainee/intern quit;(2)did not attend the test or survey respondents;(3)change category without permission.Taking a natural class as a unit,In a natural class as the unit,comparing with random number table,34 students of class one are set as control group,which will be given traditional practice teaching methods;32 students of class two are set as observation group,given on the basis of the team in practice teaching methods of teaching.Comparing the two groups of students at the end of the apprentice with the differences between the internship at the end of the examination result,and with critical thinking ability,problem solving ability before and after this study and practice.Results:1.Feedback and SuggestionsThe results of this study shows that the students have a positive feedback about the team-based teaching method,and 96.9% of the students firmly believe this method has a pormotion of knowledge understanding and mastery,as well as the team cooperation consciousness.2.Baseline DataThere are no significant differences in the age,former examination scores,critical thinking ability and problem solving ability between the observation group and control group(P>0.05).3.Comparison of Dry Prognosis(1)Examination ResultsComparing with the training results of the two groups at the end of the research,the total scores and analysis types of subjects scores of observation group are significantly higher than that of the control group,the difference is statistically significant(Comparison of the total scores of Internal Medicine Nursing,P=0.000,95%C.I is-3.929 to-10.409,and for the comparison of analysis questions,P=0.014,95%C.I is-2.874 to-6.560;Comparison of the total scores of Pediatric nursing,P=0.040,95%C.I is-0.024 to-9.281,and for the comparison of analysis questions,P=0.022,95%C.I is-0.461 to-0.477).After practice,the difference is not obvious.But the observation group have higher scores than the control group in Internal Medicine & Surgery Nursing which imported TBL method during teaching ward round,espicially for analysis questions(Comparison of the scores of Internal Medicine,P=0.002,95%C.I is-0.651 to-2.692;Comparison of the scores of Surgery Nursing,P=0.046,95%C.I is-0.024 to-2.445).(2)Comparison of Critical Thinking AbilitiesAfter the intervention,the evaluation thinking ability scores were significantly increased for both of the groups(P<0.05),although there is no statistical significance between groups,observed group has higher scores than control group in the thought of "open mind" and "analysis",and the difference was significant(P<0.05,for "openmind" 95%C.I is-0.396 to-5.888,and for the other is-0.326 to-5.381).(3)Comparison of Problem Solving AbilityComparing with intervention simplified version of C-SPSI questionnaire score,the observation group make progress in total scores than the control group,and perform better in "dodge style" and “ impulsivity/carelessness style ",and the difference is statistically significant(P<0.05,for "dodge style" 95% C.I is 0.261 to4.122,and for the other is 0.326 to 3.614).4.There are some cautions to be paid attention when using TBL in teaching practice:(1)Change the traditional idea of students and teachers,enhance the understanding of TBL teaching;(2)Increase teaching investment and fully prepared before class is suggested;(3)Rational time schedul,and it is better to control rhythm of each stage,to streamline the time and add some rest time at appropriate time;(4)To strengthen communication and cooperation,and to focus on the improvement of team member's ability.Conclusions:The team-based teaching mode is beneficial to improve the teaching of clinical practice,and help to develop stidents' thinking ability,problem solving ability,and communication ability.It is suitable for popularization in contemporary nursing practice teaching.