Main Article Content
Â 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 studentsâ€™ stress, Cohenâ€™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.
Ravanipour M. Criteria for becoming a professional in nursing: the experiences of nursing teachers. Evidence-based care. 2014;10.
Irajpour A, Khorasani P. Developing Plan of action and strategic map for "Nursing Sciences development": an experience. Iranian Journal of Medical Education. 2017;17(0):110-9.
Baghaei r, Mihandoust s, Hosseinzadegan f, Mokhtari l. A Comparative Study of the Curriculum of Undergraduate Nursing Education in Iran, Turkey and Jordan. Education and Ethics in Nursing. 2018;7(1):363-74.
MansourehZaghariTafreshi FAS, MehrnooshPazargadi, Amir Hossein Barbaz. The concept of quality nursing care from the perspective of nurses, physicians, patients and patient companions: A qualitative study. MansourehZaghariTafreshi, ForouzanAtashzadehShorideh, MehrnooshPazargadi, Amir Hossein Barbaz. 2014;40(2008-6326).
Mohsen H. Determining the educational needs of nursing staff of Jahrom University of Medical Sciences with Delphi technique. Education in medical sciences. 2008;1(1):473-64.
ZareiyanJahromi A, Ahmadi F. Learning Needs Assessment in Bachelor of Nursing: a Qualitative Research. Iranian Journal of Medical Education. 2005;5(2):81-92.
Aghaei M, Roshanzadeh M, tajabadi A. Comparison of the Educational System and Curriculum of Masters of Pediatric Nursing in Iran and Toronto, Canada: A Comparative Study. Research in Medical Education. 2018;10(4):61-9.
Nazarishadekam F, Ghorbani A, Karimi F, Sadeghi T. Identifying Effective Factors on Quality of Nursing Curriculum and Their Competence. Research in Medical Education. 2015;7(1):45-53.
Little GA, Keenan WJ, Niermeyer S, Singhal N, Lawn JE. Neonatal Nursing and Helping Babies Breathe: An Effective Intervention to Decrease Global Neonatal Mortality. Newborn and Infant Nursing Reviews. 2011;11(2):82-7.
Joseph Hotz V, Xiao M. The Impact of Regulations on the Supply and Quality of Care in Child Care Markets. Am Econ Rev. 2011;101(5):1775-805.
Gensch BK, Midland D. When a Baby Dies: A Standard of Care. Illness, Crisis & Loss. 2000;8(3):286-95.12. Awad Y. Quality of Nursing Courses as Perceived by Students: Relationship with Their Academic Achievement in Palestine College of Nursing. Open Journal of Nursing. 2015;05:36-48.
L P, SH A, ST S, SAH P. Development of Instructional Curriculum of Maternal and Newborn Care for Army Health Providers in Disasters. Military Caring Sciences. 2018;5(1):1-12.
Edraki M, Moravej H, Rambod M. Effect of a Home Visit Educational Program on Mortality and Morbidity of Preterm Newborn. The Journal of ShahidSadoughi University of Medical Sciences. 2012;19(6):736-44.
Nahid EH, DelourianzadehMehri, Hassani Mohammad Reza. The effect of education on the knowledge and skills of midwifery students in neonatal resuscitation. Strides in development of medical education. 2008;2(4):124-16.
Hassanzadeh G, Abolhasani F, Mirzazadeh A, Alizadeh M. Team-Based Learning A New Strategy in Integrated Medical Curriculum: The experience of School of Medicine, Tehran University of Medical Sciences. Iranian Journal of Medical Education. 2013;13(7):601-10.
Johnson C. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. J Chiropr Educ. 2009;23(1):47-8.
Kamali f, shakour m, Yousefy A. Peer Assessment in evaluation of Medical sciences students. Iranian Journal of Medical Education. 2012;11(9):1443-52.
Vaezi A, Azizian F, Kopayehzadeh J. Survey compare team based learning and lecture teaching method, on learning-teaching process nursing student's, in Surgical and Internal Diseases course. Journal of Medical Education Development. 2015;10:246-54.
Kermansaravi F, Navidian A, Imani M. Nursing studentsâ€™ views toward quality of theoretical and clinical nursing education: A qualitative Study. Journal of Medical Education and Development. 2013;7(4):28-40.
Delaram M. Clinical Education from the Viewpoints of Nursing and Midwifery Students in Shahrekord University of Medical Sciences. Iranian Journal of Medical Education. 2006;6(2):129-35.
Hughes O, Wade B, Peters M. The effects of a synthesis of nursing practice course on senior nursing students' self-concept and role perception. The Journal of nursing education. 1991;30(2):69-72.
Mohebisiamakgz, rahbarahmad, rajatifatemeh, matlabimohammad. Evaluation of the Effect of Application of Team-based Learning Method on Learning and Satisfaction of Public Health Students in the Health Education and Communication Course. QUARTERLY QOM UNIVERSITY OF MEDICAL SCIENCES JOURNAL. 2018;12(7):68-0.
Chung EK, Rhee JA, Baik YH, A OS. The effect of team-based learning in medical ethics education. Medical teacher. 2009;31(11):1013-7.
Mody SK, Kiley J, Gawron L, Garcia P, Hammond C. Team-based learning: a novel approach to medical student education in family planning. Contraception. 2013;88(2):239-42.
Wiener H, Plass H, Marz R. Team-based learning in intensive course format for first-year medical students. Croat Med J. 2009;50(1):69-76.