Effect of Team-based Learning using Reflection Journal on Pregnancy Nursing Course for Nursing Students

Abstract

PURPOSE: To examine the applicability of a team-based learning using reflection journal in Women's Health Nursing for nursing students. METHODS: This study had a nonequivalent control group non-synchronized design. Participants were 140 third-year undergraduate nursing students who agreed to participate in this study. The experimental group (n=70) received twice team-based learning using reflection journal about pregnancy nursing course while the control group (n=70) received only team-based learning. Data were analyzed with descriptive statistics, χ2 test, Fisher's exact test, and independent t-test using SPSS 23.0 program. RESULTS: Compared to the control group, the experimental group reported significant positive changes in critical thinking (t=2.03, p=.044). Problem-solving, self-leadership, or academic self-efficacy of nursing college students was not significantly different between the two groups. CONCLUSION: Team-based learning using reflection journal is an effective teaching strategy to enhance critical thinking of nursing students.

Keywords

• learning
• pregnant women
• students
• nursing
• thinking