以团队为基础的学习在护理本科生教学中应用的范围综述

doi:10.3761/j.issn.1672-9234.2023.08.017

摘要/Abstract

摘要：

目的对护理本科生教学中以团队为基础的学习（team-based learning，TBL）的应用现状及效果进行范围综述，为提高护理本科生教学效果提供参考。方法以Andrea提出的范围综述为方法学框架，系统检索PubMed、Web of Science、Cochrane Library、Embase、中国知网、万方数据库、维普数据库中的相关文献，检索时限为建库至2023年3月7日，对纳入的文献的教学设计方案与评价指标进行资料提取。结果共纳入14篇文献，TBL被应用于护理本科教学的多门课程，教学方案包括课前分组、准备度测试、应用型练习等核心要素；评价指标多样，除TBL课程主要能力目标外，还包括课程成绩、课程满意度等其他评价指标。结论 TBL在国内外护理本科教学中应用广泛，但教学实施过程不规范；评价指标涵盖范围较广，评价工具科学性不足。

关键词: 教育, 护理, 教学方法, 综述, 以团队为基础的学习

Abstract:

Objective To summarize the application status and effect of team-based learning（TBL） in nursing undergraduate teaching，and to provide reference for improving the teaching effect of TBL. Methods Scoping review proposed by Andrea was utilized as the methodological framework. Relevant literatures in PubMed，Web of Science，Cochrane Library，Embase，CNKI，Wanfang Database and VIP database were systematically searched for from the establishment of the database to March 7，2023. The instructional design scheme and evaluation index of the included literature were analyzed. Results A total of 14 literatures were included. TBL was applied in a number of nursing undergraduate teaching courses. The teaching program included pre-class grouping，readiness test，applied practice and other core elements. There were various evaluation indicators，including the main competence objectives of TBL courses，as well as other evaluation indicators such as course achievement and course satisfaction. Conclusion TBL is widely used in undergraduate nursing teaching both domestically and internationally，but the implementation process is not standardized. The evaluation indicators cover a wide range，but the evaluation tools are not scientific enough.

Key words: Education, Nursing, Teaching Methods, Review, Team-based learning

王艳, 庄嘉元, 张妍燕, 李军婷. 以团队为基础的学习在护理本科生教学中应用的范围综述[J]. 中华护理教育, 2023, 20(8): 991-996.

WANG Yan, ZHUANG Jiayuan, ZHANG Yanyan, LI Junting. Application of team-based learning teaching design in undergraduate nursing：a scoping review[J]. Chinese Journal of Nursing Education, 2023, 20(8): 991-996.

图/表 3

参考文献 24

[1]	Mennenga HA, Smyer T. A model for easily incorporating team-based learning into nursing education[J]. Int J Nurs Educ Scholarsh, 2010, 7:Article4.
[2]	Abdelkhalek N, Hussein A, Gibbs T, et al. Using team-based learning to prepare medical students for future problem-based learning[J]. Med Teach, 2010, 32(2):123-129. doi: 10.3109/01421590903548539 pmid: 20163227
[3]	何夏阳. 以团队为基础的教学法在医学教学中应用的研究进展[J]. 解放军护理杂志, 2012, 29(16):33-35.
	He XY. Research progress on the application of team-based teaching method in medical teaching[J]. Nurs J Chin PLA, 2012, 29(16):33-35.
[4]	顾琳, 魏碧蓉. 以团队为基础的学习在护理高等教育中的应用分析[J]. 中华护理教育, 2015, 12(6):430-434.
	Gu L, Wei BR. The application of team-based learning in higher nursing education in China:a literature analysis[J]. Chin J Nurs Educ, 2015, 12(6):430-434.
[5]	Haidet P, Levine RE, Parmelee DX, et al. Perspective:guide-lines for reporting team-based learning activities in the medical and health sciences education literature[J]. Acad Med, 2012, 87(3):292-299. doi: 10.1097/ACM.0b013e318244759e pmid: 22373620
[6]	Colquhoun HL, Levac D, O’Brien KK, et al. Scoping reviews:time for clarity in definition,methods,and reporting[J]. J Clin Epidemiol, 2014, 67(12):1291-1294. doi: 10.1016/j.jclinepi.2014.03.013 pmid: 25034198
[7]	高玲玲, 张英华, 颜君, 等. 以团队为基础的教学法在妇产科护理教学中的应用[J]. 现代临床护理, 2013, 12(9):78-81.
	Gao LL, Zhang YH, Yan J, et al. Application of team-based learning in Gynecologic and Obstetric Nursing[J]. Mod Clin Nurs, 2013, 12(9):78-81.
[8]	赵丽红, 张丽芳, 赵小平. TBL教学法在《基础护理学》教学中的应用及效果评价[J]. 国际护理学杂志, 2013, 32(12):2874-2876.
	Zhao LH, Zhang LF, Zhao XP. Application and effectiveness evaluation of TBL in the teaching of Fundamentals of Nursing[J]. Int J Nurs, 2013, 32(12):2874-2876.
[9]	Hickman SE, Wocial LD. Team-based learning and ethics education in nursing[J]. J Nurs Educ, 2013, 52(12):696-700. doi: 10.3928/01484834-20131121-01 pmid: 24304259
[10]	陈海燕, 尹志勤, 李菊芳. 以团队为基础的学习在小儿液体疗法教学中的应用[J]. 护理研究, 2014, 28(5):537-539.
	Chen HY, Yin ZQ, Li JF. Application of team-based learning in teaching of fluid therapy in children[J]. Chin Nurs Res, 2014, 28(5):537-539.
[11]	Park HR, Kim CJ, Park JW, et al. Effects of team-based learn-ing on perceived teamwork and academic performance in a health assessment subject[J]. Collegian, 2015,22(3):299-305.
[12]	Kim HR, Song Y, Lindquist R, et al. Effects of team-based learn-ing on problem-solving,knowledge and clinical performance of Korean nursing students[J]. Nurse Educ Today, 2016, 38:115-118. doi: 10.1016/j.nedt.2015.12.003
[13]	Whittaker AA. Effects of team-based learning on self-regula-ted online learning[J]. Int J Nurs Educ Scholarsh, 2015,12:/j/ijnes.2015.12.issue-1/ijnes.
[14]	杨静, 侯朝铭, 彭正禄, 等. TBL教学法在护理本科老年护理学教学中的应用[J]. 护理研究, 2016, 30(32):4013-4016.
	Yang J, Hou CM, Peng ZL, et al. Application of TBL teaching method in teaching of geriatric nursing for nursing undergraduates[J]. Chin Nurs Res, 2016, 30(32):4013-4016.
[15]	陈伟, 黄宗谭, 张国艺, 等. 以团队为基础的学习在健康评估课程中的应用研究[J]. 中国继续医学教育, 2016, 8(24):24-26.
	Chen W, Huang ZT, Zhang GY, et al. Application of team-based learning in the course of health assessment[J]. China Continuing Med Educ, 2016, 8(24):24-26.
[16]	张丽伟, 关红, 潘亚丽, 等. 以团队为基础教学模式在本科护生临床见习中的应用效果[J]. 护理学报, 2016, 23(10):16-19.
	Zhang LW, Guan H, Pan YL, et al. Application effect of team-based teaching mode in clinical probation of undergraduate nursing students[J]. J Nurs(China), 2016, 23(10):16-19.
[17]	李亚玲, 刘永琦, 骆亚莉, 等. 采用“基于团队的学习”探索以临床应用为导向的护理本科病理学教学方法[J]. 解放军护理杂志, 2020, 37(8):79-82.
	Li YL, Liu YQ, Luo YL, et al. Exploring clinical application-oriented pathology teaching method based on team-based learning in nursing[J]. Nurs J Chin PLA, 2020, 37(8):79-82.
[18]	刘盎, 罗云, 张欣, 等. 基于雨课堂的TBL教学法在护理本科生急诊临床教学中的应用[J]. 解放军护理杂志, 2021, 38(1):87-90.
	Liu A, Luo Y, Zhang X, et al. Application of the team-based learning teaching methods based on rain classroom in the clinical teaching of emergency nursing for nursing under-graduates[J]. Nurs J Chin PLA, 2021, 38(1):87-90.
[19]	庄嘉元, 张妍燕, 王珠珠, 等. 两种分组方法在以团队为基础学习法中的教学效果比较[J]. 中华护理教育, 2022, 19(7):615-620.
	Zhuang JY, Zhang YY, Wang ZZ, et al. Effects of the two different grouping methods on team-based learning in Community Health Nursing[J]. Chin J Nurs Educ, 2022, 19(7):615-620.
[20]	Vannini V, Alberti S, Epifani C, et al. The effects of online Team-Based Learning on undergraduate nursing students’ performance,attitudes and accountability during COVID-19 pandemic[J]. Acta Biomed, 2022, 93(6):e2022346.
[21]	Kibble JD, Bellew C, Asmar A, et al. Team-based learning in large enrollment classes[J]. Adv Physiol Educ, 2016, 40(4):435-442. pmid: 27697956
[22]	陈姗, 朱明亚, 雷璇, 等. TBL联合情境模拟教学法在《急危重症护理学》中的应用[J]. 护理实践与研究, 2016, 13(22):124-126.
	Chen S, Zhu MY, Lei X, et al. The application of TBL combined with situational simulation teaching method in “Acute and Critical Nursing”[J]. Nurs Pract Res, 2016, 13(22):124-126.
[23]	Parmelee DX, Michaelsen LK. Twelve tips for doing effective Team-Based Learning(TBL)[J]. Med Teach, 2010, 32(2):118-122. doi: 10.3109/01421590903548562 pmid: 20163226
[24]	Burton R, van de Mortel T, Kain V. Applying team-based learn-ing in a transnational post registration bachelor of nursing program in Singapore[J]. BMC Nurs, 2021, 20(1):82. doi: 10.1186/s12912-021-00593-4 pmid: 34030689