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Clinical case studies versus concept...

Eti, Deborah U.

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Clinical case studies versus concept mapping in a team-based learning environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Clinical case studies versus concept mapping in a team-based learning environment./
作者:	Eti, Deborah U.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103219
ISBN:	9781339668024

Clinical case studies versus concept mapping in a team-based learning environment.
Eti, Deborah U.

Clinical case studies versus concept mapping in a team-based learning environment. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 153 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

The need for instructional strategies such as team-based learning (TBL) that engage the student, improve academic achievement, and enhance the transfer of learning to real-world encounters has increased dramatically. A lack of research exists on the types of application exercises that should be used in TBL environments. Based on the social constructivist theory which focuses on active learning, collaboration, and knowledge construction, this study compared the use of clinical case studies versus concept mapping application exercises on the learning outcomes of undergraduate nursing students in a TBL environment. Further, the learning outcomes of students instructed with the TBL instructional strategy were compared with a group of undergraduate nursing students who did not receive the TBL intervention. The study used a quantitative, nonexperimental, descriptive comparative design that compared test scores of undergraduate nursing students. To measure learning outcomes, participants instructed with the TBL strategy took an online pretest in the beginning of the study and a posttest in week four. The result revealed that there was no statistical significance in the mean posttest scores when either the case study or concept mapping application exercises were used, meaning that students who used case study application exercises did not perform better than those who used concept mapping. However, a significant difference was seen when the pretest and posttest scores of students in the TBL group were compared, indicating improved learning outcomes for both groups. An investigation of the individual content areas of the posttest further indicated that concept mapping application exercises were more effective in teaching content related to sexually transmitted diseases, compared to the other four content areas. Finally, improved learning outcomes were noted when the mean posttest scores of students in the TBL group were compared with students who did not use the TBL strategy. The research study demonstrates that studies related to the individual elements of the TBL instructional strategy such as application exercises, rather than the overall strategy, are both viable and essential. The research study further added to the field of instructional design and nursing education in providing evidenced-based research on the application exercises used within the TBL environment.

ISBN: 9781339668024Subjects--Topical Terms:

3172279
Instructional design.

Clinical case studies versus concept mapping in a team-based learning environment.
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