團隊導向學習策略於二技醫護英文課程之運用

Application of Team-Based Learning in a Medical Nursing English Course

"背景：團隊導向學習法（team-based learning, TBL）是一可行的教學方法，目前國內護理教育界使用情形尚不多見。目的：旨在探討團隊導向學習法（TBL）對於二技護理系「進階醫護英文」課程之成效。方法：研究採「單組前—後測設計」，以選修「進階醫護英文」的護理學生為研究對象，進行為期八週的TBL教學。學生依據學前語文測驗得分進行小組內異質性分組，總計12組。量性成效評量包括課堂個別與小組準備度測驗、自我導向學習能力評量、學習滿意度，以及學業筆試成績。質性評量包括學生個別心得與焦點團體訪談。結果：研究對象共72位，93.1％（67位）為女性，年齡介於21－22歲。以paired samples t-test檢定TBL教學介入檢定學習成效，結果指出學生的英文成績與自我導向學習能力均顯著提高（p＜.05），再以ANOVA檢定來比較高、中與低分組學生的英文測驗進步情形，結果顯示低分組學生進步最多，且顯著高於高分組學生。以單一樣本t-test（檢定值4.0）檢測學習滿意度得分未達顯著差異（p＞.05）。質性意見彙整出對TBL教學的感受，包括四個方面：學習友伴關係、課室氛圍與參與、慣性衝擊與適應、學習負荷。結論：TBL教學法對二技護理學生之醫護英文學習有正面的成效，尤其是對於原本學科成績較低的學生，進步幅度較大。然而，未來研究需注意教材難易度，避免學生因負荷過重而影響學習。研究結果可提供規劃醫護英文或相關外語課程之參考。"

Background: Team-Based Learning (TBL) is a potentially effective method of instruction that has been applied only infrequently in nursing education in Taiwan. Purpose: This study was developed to examine the effects of incorporating the TBL strategy into the course ''Advanced Medical Nursing English''. Methods: A quasi-experimental, single group, and pre-post test design was adopted. Nursing students who took the ''Advanced Medical Nursing English'' elective course used the TBL strategy for 8-weeks. Students were assigned to heterogenic groups of 12 students each based on their scores on an English pre-test. The collected data included the scores on individual and group readiness tests, a self-directed learning questionnaire, learning satisfaction, and an English posttest. Self-completed reflection papers and focused group interviews were used for qualitative appraisal. Results: A total of 72 students were enrolled. Nearly all (93.1%) were female and 21-22 years of age. The results of a paired samples t-test applied to examine the effects of the TBL strategy on learning outcomes showed that English posttest and self-directed learning ability scores had both improved significantly (all p < .05). The results of ANOVA tests showed that students with lower pre-test scores improved more than those with higher pre-test scores. The results of a sample t-test with a test value of 4.0 applied to examine learning satisfaction found a non-significant change (p > .05), indicating no change in perceived satisfaction. The qualitative analysis identified four themes regarding perceptions of the TBL strategy, including ''friendships in learning'', ''harmonious atmosphere and participations'', ''inertial shock and adjustments'', and '' excessive learning load''. Conclusion: TBL was shown to be an effective learning strategy for RN-BSN students in a Medical Nursing English Course, particularly those with relatively low pre-test scores. Future studies should focus attention on reading assignments to avoid overburdening students. The results of this study may serve as a reference for medical nursing English education.