1Dept. of Nursing, Seoul Women's College of Nursing, 38, Ganhodae-ro, Seodaemun-gu, Seoul, Korea
2Dept. of Nursing, Changshin University, 262, Palyongro, Masanhoewon-gu, Changwon-si, Gyeongsangnam-do, Korea
*Corresponding Author: Do-Young Lee, Professor, Nursing, Changshin University, Korea, Email: shinern@cs.ac.kr
Online published on 7 December, 2018.
This study was conducted to apply TBL to classes of university students majoring in nursing studies to improve self-directed learning capability, increase learning transfers and learning ability and improve satisfaction with classes by having the students engage in critical thinking and experience an environment similar to clinical settings.
This study is a quasi-experimental before and after research using a non-equivalent control group to verify the effects of TBL on the nursing students’ self-directed learning capability, learning transfer and satisfaction with classes.
The study found that while there was a statistically significant difference in self-directed learning capability and learning satisfaction in TBL classes for nursing students, there was no statistically significant difference in learning transfer.
A strategy involving new instruction and learning methods to improve self-directed learning and learning satisfaction in TBL classes for nursing students is needed.
Team-based learning, Self-directed learning capability, learning transfer, learning satisfaction, student perceptions
