Effects of Team-Based Learning on Communication Competence for Undergraduate Nursing Students

Abstract

Purpose:In this study an examination was done of the effects of a team-based learning program on enhancement of communication competence for undergraduate nursing students in South Korea. Methods: A quasi-experimental method with a non-equivalent control group pre-and post-test design was used. Participants were 68 undergraduate nursing students recruited from two universities. The experimental group (n=35) received a 5-week team-based learning program on enhancement of communication competence, while the control group (n=33) received traditional lectures. Data were collected using self-report structured questionnaires before and after the intervention, and were analyzed using x 2 tests, Fisher's exact tests, and t-tests. Results: Compared to the control group, the experimental group reported significant positive changes in communication efficacy (t=2.58, p=.012), communication ability (t=12.01, p<.001), and learning satisfaction (t=2.11, p=.039). Conclusion: The findings indicate that this program is an effective intervention strategy to enhance communication competence for nursing students.

Interpersonal communication competence among nursing students

“…Regarding the sum of the mean of ECCI (63.74 ± 7.6), a similar result was found in undergraduate nursing students from South Korea, where the mean interpersonal communication competence of participants ranged from 52.88 (± 5.02) and 69.94 (± 4.19) ( 14 ) . This result is positive, since communication, when effective, contributes to nurses’ assertive care ( 16 - 17 ) . In addition, communication competence contributes to nurses’ managerial practice, especially for the exercise of leadership ( 18 ) .…”

“…The instrument assesses interpersonal communication as a competence developed from social interactions established by individuals and can be applied to different contexts and situations related to personal life, study and work ( 11 ) . This is not a specific scale for nursing students, but it has been used with this audience in previous studies with satisfactory results ( 12 - 14 ) .…”

Team‐based learning in nursing education: A scoping review

“…A summary of the characteristics of included studies is presented in Table 1. The studies were conducted in several countries; 13 from the United States of America (Clark et al, 2008; Corbridge et al, 2013; Feingold et al, 2008; Goolsarran et al, 2018; Harmon & Hills, 2015; Isbell et al, 2016; McRae et al, 2017; Mennenga, 2013, 2015; Miles et al, 2017; Ouellette & Blount, 2015; Ulrich et al, 2017; Whittaker, 2015); 11 from South Korea (Cho & Kweon, 2017; Eun & Hye Young, 2017; Kang et al, 2016; Kim et al, 2016; Kim & Kim, 2020; Lee, 2018; Park et al, 2015; Roh et al, 2014, 2015, 2020; Seo & Roh, 2020); six from Australia (Considine et al, 2013, 2014; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Oldland et al, 2017); three from Iran (Ebrahimpour & Pelarak, 2016; Hemmati Maslakpak et al, 2015; Koohestani & Baghcheghi, 2016); two each from the United Kingdom (Branney & Priego‐Hernández, 2018; Morris, 2016) and Taiwan (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014); and one each from Brazil (Sakamoto et al, 2020), Singapore (Siah et al, 2019), Turkey (Göktepe et al, 2018) and Hong Kong (Wong et al, 2017).…”

“…With a focus on educational level of preparation, 28 studies were of undergraduate students (Branney & Priego‐Hernández, 2018; Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Cho & Kweon, 2017; Clark et al, 2008; Eun & Hye Young, 2017; Feingold et al, 2008; Göktepe et al, 2018; Goolsarran et al, 2018; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kang et al, 2016; Kim et al, 2016; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013, 2015; Miles et al, 2017; Morris, 2016; Park et al, 2015; Roh et al, 2014, 2015, 2020; Sakamoto et al, 2020; Siah et al, 2019; Ulrich et al, 2017; Whittaker, 2015; Wong et al, 2017) and six studies were of postgraduate students (Corbridge et al, 2013; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Isbell et al, 2016; Oldland et al, 2017). Seven studies were undertaken in hospital settings (Considine et al, 2013, 2014; Ebrahimpour & Pelarak, 2016; Kim & Kim, 2020; McRae et al, 2017; Ouellette & Blount, 2015; Seo & Roh, 2020).…”

“…Two or more TBL sessions featured in 26 studies (Cho & Kweon, 2017; Clark et al, 2008; Corbridge et al, 2013; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Feingold et al, 2008; Göktepe et al, 2018; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kim et al, 2016; Kim & Kim, 2020; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013, 2015; Miles et al, 2017; Morris, 2016; Oldland et al, 2017; Ouellette & Blount, 2015; Park et al, 2015; Roh et al, 2014, 2020; Siah et al, 2019; Ulrich et al, 2017; Whittaker, 2015). In 13 studies, TBL was used with one‐off sessions.…”