Meta-analysis for TBL Learning outcomes in Nursing Students

• Main Authors: PAN,MEI-LING, 潘美伶
• Other Authors: YU,CHIN-CHING
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/48642151953815301096

碩士 === 中臺科技大學 === 護理系碩士班 === 104 === The purpose of this paper to explore the systematic review and meta-analysis for team based learning outcomes in undergraduate nursing student. The authors conducted meta-analyses to examine the effect size of (a) learning autonomy (b) academic performance (c) learner`s Satisfaction. The applicable research was systematically gathered and reviewed by searching for publications between 1970 to 2016, from 9 different databases. We used the keyword ”nursing students”, ”team based learning”, ”nursing education”. The quality of studies was assessed using Jadad Quaility Score based on the quality checklist tool. The research provides a objective analysis on 15 studies with theme of Team based learning by Comprehensive Meta-Analysis (CMA). Results showed that the beneficial and positive effects of team based learning strategy learning autonomy, academic performance, learner Satisfaction. The effects size on learning autonomy: d=0.367 (p=.000), academic performance: d=0.420 (p =.000), learner Satisfaction: d=0.460 (p =.000). The teachers have a role in explicit strategy instruction, as indicated by a variety of research studies. Based on the findings, some implications are also proposed to be of help to those who are prospective nursing teachers.