A COMPARISON OF TBL AND LECTURES ON THE SATISFACTION AND PERCEIVED STRESS OF UNDERGRADUATE NURSING STUDENTS TAKING THE MATERNAL AND INFANT HEALTH COURSE

KIMIA KARAMI, SEYED REZA HOSSEINI FARD, SIAVASH BEIRANVAND

Abstract


 Objective: This study aimed to examine and compare two methods of lectures and TBL on the perceived stress and satisfaction of students. Methods: This was a quasi-experimental pretest-posttest study. The statistical population comprised junior nursing students in the Nursing and Midwifery Faculty of Lorestan University of Medical Sciences (Iran). The sample size was 48. The maternal and infant health course is a 2.5-unit course. As a result, the first five sessions were taught using lectures, and the next five sessions were taught by the same instructor using TBL. By team readiness assurance test, after administering the individual test, the same test was administered to groups. To examine the students’ stress, Cohen’s Perceived Stress Scale was administered.

Results: The results revealed that TBL is more successful in satisfying the students compared to lectures. The level of satisfaction of students with TBL was higher compared to lectures. and this led to the creation of a more active and cooperative learning environment. This made the level of perceived stress to be higher in the TBL group compared to the lecture group.

Discussion and conclusion: Due to the limitations of the present study on recruiting more students and having a better space, it is recommended that future large-scale studies be conducted on larger samples and include different majors.


Keywords


Team-based learning, Student, medicine, education

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