Journal List > Korean J Women Health Nurs > v.24(2) > 1100170

Korean J Women Health Nurs. 2018 Jun;24(2):150-162. Korean.
Published online June 20, 2018.  https://doi.org/10.4069/kjwhn.2018.24.2.150
© 2018 Korean Society of Women Health Nursing
Effect of Practical Delivery-nursing Simulation Education on Team-based Learning on the Nursing Knowledge, Self-efficacy, and Clinical Competence of Nursing Students
Sun Hee Lee
Department of Nursing Science, Gimcheon University, Gimcheon, Korea.

Corresponding author: Corresponding author: Lee, Sun Hee. Department of Nursing Science, Gimcheon University, 214 Daehak-ro, Gimcheon 39528, Korea. Tel: +82-54-420-4252, Fax: +82-54-420-4492, Email: lsh12@gimcheon.ac.kr
Received April 10, 2018; Revised May 09, 2018; Accepted May 25, 2018.

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.


Abstract

Purpose

To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students.

Methods

The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program.

Results

Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=−0.33, p=.741) or self-efficacy (t=−0.65, p=.515). However, a significant difference (t=−2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education.

Conclusion

Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.

Keywords: Patient simulation; Delivery; Knowledge; Self-efficacy; Clinical competence

Figures


Figure 2
Development and operation of delivery nursing simulation program.
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Tables


Table 1
Homogeneity Test of General Characteristics and Dependent Variables (N=91)
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Table 2
Comparison of Knowledge and Self-efficacy on Delivery between Experimental and Control Group (N=91)
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Table 3
Comparison of Clinical Competency between Two Groups at Posttest (N=91)
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Notes

This work was supported by the 2016 Gimcheon University research grant.

Summary Statement

▪ What is already known about this topic?

Simulation practice education is effective for nursing knowledge, problem-solving ability, clinical competence, and self-efficacy.

▪ What this paper adds?

The delivery-nursing simulation education using team-based learning is an effective way to improve the delivery-nursing skills aspect of clinical competence.

▪ Implications for practice, education and/or policy

The delivery-nursing simulation using team-based learning is a teaching and learning strategy that can improve clinical competence.

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