Team-Based Learning in teaching nursing students on peripheral venous unpuncture
DOI:
https://doi.org/10.14244/198271994334Keywords:
Nursing, Students, Intravenous infusions.Abstract
This study aims to analyze knowledge and practice of nursing scholars about peripheral venous puncture before and after the application of Team-Based Learning (TBL). It is a study of the type before and after, quantitative, conducted with nursing students at university in the northern part of the state of Ceará. Data collection was carried out in four stages: theoretical pre-test, practical pre-test, TBL, practical post-test. McNemar and Wilcoxon tests were applied to compare the correct theoretical and practical tests before and after educational intervention. In the theoretical pre-test there was a mean of 24.43 (DP ± 1.79), while in the post-test the mean of hits was 25.93 (DP ± 1.33). As far as knowledge is concerned, in the pre-test there were average hits of 24.43 (DP ± 1.79), while in the post-test the mean hits were 25.93 (DP ± 1.33). Thus, significance was observed in the increase of the median of theoretical hits (p = 0.008). Relative to practice, the mean of hits was 11.68 (DP ± 3.94) in the pre-test and 20.18 (DP ± 3.0) in the post-test (p = 0,000). The use of TBL for the teaching of the theoretical content of PVP was effective, in view of the increase in the average of the issues in the post-test. It is suggested to carry out new studies that aim to use other methodologies for teaching nursing procedures.
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References
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