英文摘要 |
Purposes: This study aimed to explore the effectiveness of team-based learning of emergency triage classification. Methods: A two-group pre-test and post-test experiment design was adopted. Forty emergency nurses, from two hospitals in Central Taiwan classified as having critical care capability according to the ''Hospital Emergency Medical Capability Classification Standard,” were included in this study. They were equally divided into an experimental group and a control group (n=20, each). The former adopted team-based learning in the training, while the latter adopted traditional training. The course lasted 120 minutes. An assessment test of triage classification ability (triage classification knowledge and application in clinical scenarios) was conducted before and after the course. One month after the course, the assessment test for triage classification ability was repeated for both groups using an interactive response system as the basis for evaluating the learning effectiveness. The data collected in this study were coded and filed, and statistical analysis was performed using Statistical Product and Service Solutions version 12.0. Results: Before training , the average score of the nurses' triage classification knowledge was 41.75 out of 100 points and that of application in clinical scenarios was 51.5 points. After training, the score of triage classification knowledge in the experimental group significantly increased as compared to that of the control group (p<0.05). The retest scores of the experimental group for clinical scenarios and video simulation were significantly higher than those of the control group (p<0.05). The significant increase in triage classification ability suggested that team-based learning has beneficial effects. Conclusions: Both team-based learning and traditional training improved learning effectiveness. However, the emergency nurses’ triage classification knowledge scores in the immediate post-test and one-month delayed re-test after team-based learning were significantly higher than those after traditional training (p<0.01). Therefore, team-based learning in education and training may not only improve team interactions, but also improve learning effectiveness and long-term memory. |