Yueh-Min Liu1, Yi-Chou Hou2. 1. Department of Nursing, Ching Kuo Institute of Management and Health, No.336, Fuxing Road., Zhongshan Dist., Keelung City, Taiwan, ROC. Electronic address: yuehmin@ems.cku.edu.tw. 2. Division of Nephrology, Department of Medicine, Cardinal Tien Hospital, School of Medicine, Fu-Jen Catholic University, No.362, Zhongzheng Road., Xindian Dist., New Taipei City, Taiwan, ROC. Electronic address: athletics910@gmail.com.
Abstract
AIM: The aim of this study was to design a multidisciplinary teaching method that combines game-based learning with a clinical situation-based teaching program and to test learning motivation, learning satisfaction and self-confidence. BACKGROUND: Research has suggested that game-based learning and clinical situation-based teaching can effectively capture student attention and stimulate student learning motivation as well as increase learning satisfaction and self-confidence. DESIGN: The randomized and experimental design used in this study was a pretest-posttest control group design. METHODS: This study recruited participants from a technical college in the north of Taiwan. The experimental group (receiving multidisciplinary teaching) comprised 48 participants and the control group (receiving traditional teaching) comprised 50 participants. Participants took a pretest before the multidisciplinary teaching intervention, received a total of 12 weeks of intervention and then took a posttest within 1 week of the end of the course. These participants completed a questionnaire regarding learning satisfaction, confidence and learning performance. RESULTS: The multidisciplinary teaching intervention improved learning satisfaction (t = 7.36, p < 0.001), self-confidence (t = 7.34, p < 0.001) and learning performance (t = 6.66, p < 0.001). Multidisciplinary teaching interventions can improve learning satisfaction, self-confidence and learning performance among nursing students. CONCLUSIONS:Multidisciplinary teaching should be promoted in the context of nursing teaching and students have the multidisciplinary learning.
RCT Entities:
AIM: The aim of this study was to design a multidisciplinary teaching method that combines game-based learning with a clinical situation-based teaching program and to test learning motivation, learning satisfaction and self-confidence. BACKGROUND: Research has suggested that game-based learning and clinical situation-based teaching can effectively capture student attention and stimulate student learning motivation as well as increase learning satisfaction and self-confidence. DESIGN: The randomized and experimental design used in this study was a pretest-posttest control group design. METHODS: This study recruited participants from a technical college in the north of Taiwan. The experimental group (receiving multidisciplinary teaching) comprised 48 participants and the control group (receiving traditional teaching) comprised 50 participants. Participants took a pretest before the multidisciplinary teaching intervention, received a total of 12 weeks of intervention and then took a posttest within 1 week of the end of the course. These participants completed a questionnaire regarding learning satisfaction, confidence and learning performance. RESULTS: The multidisciplinary teaching intervention improved learning satisfaction (t = 7.36, p < 0.001), self-confidence (t = 7.34, p < 0.001) and learning performance (t = 6.66, p < 0.001). Multidisciplinary teaching interventions can improve learning satisfaction, self-confidence and learning performance among nursing students. CONCLUSIONS: Multidisciplinary teaching should be promoted in the context of nursing teaching and students have the multidisciplinary learning.
Authors: María Consuelo Sáiz-Manzanares; Caroline Françoise Martin; Laura Alonso-Martínez; Leandro S Almeida Journal: Int J Environ Res Public Health Date: 2021-11-09 Impact factor: 3.390