Applying team-based learning combined with empathy map to improve self-directed learning skills.

Chen, Miao-Chuan; Tsai, Mei-Chu

Background: Lifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students' self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students' self-directed learning skills and academic performance. Methods: A quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI). Results: The experimental group performed significantly better than the control group on the dimensions of "identifying learning resources," "monitoring learning progress," and "interpersonal communication," (p <.05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p =.038) and academic performance (p <.001). Conclusions: The integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students.

EMPATHY; RESEARCH funding; CRONBACH'S alpha; EDUCATIONAL outcomes; CLINICAL trials; JUDGMENT sampling; DESCRIPTIVE statistics; ANALYSIS of covariance; AUTODIDACTICISM; CONTINUING education of nurses; CONTROL groups; PRE-tests & post-tests; ACADEMIC achievement; RESEARCH methodology; COMMUNICATION; CURRICULUM planning; PSYCHIATRIC nursing; SELF-Directed Learning Readiness Scale; INTERPERSONAL relations; FACTOR analysis

BMC Nursing, 2024, Vol 23, Issue 1, p1

1472-6955

Academic Journal

10.1186/s12912-024-02355-4