Effects of Team-Based Learning on Students’ Teamwork, Learning Attitude, and Health Care Competence for Older People in the Community to Achieve SDG-3

Shang-Yu Yang, Cheng Liu and Pei-Lun Hsieh
Additional contact information
Shang-Yu Yang: Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan
Cheng Liu: Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan
Pei-Lun Hsieh: Department of Nursing, College of Health, National Taichung University of Science and Technology, Taichung 40401, Taiwan

IJERPH, 2022, vol. 19, issue 11, 1-11

Abstract: Background: Team-based learning (TBL) was studied in several preclinical settings, but evidence for its effectiveness in community nursing education is scant. A community health care nursing course was developed, and nursing students engaged in TBL to achieve Sustainable Development Goal 3. Purpose: This study aimed to examine the effect of TBL model integration on students’ learning attitude, community understanding, and community care competence for achieving SDG 3 and determine the extent to which the TBL model altered students’ nursing competence for providing community health care. We compared the effect of TBL and traditional learning (TL) in terms of community health care knowledge objectives. Methods: TBL was employed as the teaching strategy to guide students’ discussion of community care issues, allowing them to fully utilize the knowledge acquired in their community practice. We used an unblinded crossover design, and 99 students participated in the community health nursing course. Results: The results demonstrated that TBL improved participants’ community understanding and enhanced their skills for assessing and fulfilling community needs. The experimental and control groups differed significantly in their TBL performance, learning attitude, and nursing competencies. The performance of those who engaged in TBL was higher than that of those who engaged in TL on all community issues. TBL appears to be a more effective method than TL in terms of achieving nursing students’ knowledge objectives. Conclusions: Regarding practical application, the proposed intervention enables nursing students to acquire professional knowledge related to community aging health care and nursing skills, and establish partnerships with community residents. This facilitates the achievement of the United Nations’ sustainable development goal of ensuring healthy living and promoting well-being at all ages.

Keywords: teamwork/team-based learning; community care; community health assessment; nursing competencies; sustainable development goals (SDGs) (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/1660-4601/19/11/6632/pdf (application/pdf)
https://www.mdpi.com/1660-4601/19/11/6632/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:19:y:2022:i:11:p:6632-:d:827172

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().