Effect of multi-disciplinary teaching on learning satisfaction, self-confidence level and learning performance in the nursing students

• Published in: Nurse education in practice Vol. 55; p. 103128
• Main Authors: Liu, Yueh-Min, Hou, Yi-Chou
• Format: Journal Article
• Language: English
• Published: Kidlington Elsevier Ltd 01.08.2021; Elsevier Limited
• Subjects: Clinical nursing; Clinical training; Colleges & universities; Confidence; Control Groups; Creative Teaching; Design; Games; Independent study; Intervention; Knowledge; Learning; Learning Activities; Learning performance; Learning Processes; Learning satisfaction; Motivation; Multidisciplinary teaching; Nurses; Nursing; Nursing care; Nursing education; Nursing skills; Nursing students; Questionnaires; R&D; Research & development; Self-confidence; Students; Teachers; Teaching; Teaching methods; Validity; Taiwan; Learning satisfaction; Nursing students; Self-confidence; Learning performance; Multidisciplinary teaching
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2021.103128

The aim of this study was to design a multidisciplinary teaching method that combines game-based learning with a clinical situation–based teaching program and to test learning motivation, learning satisfaction and self-confidence. Research has suggested that game-based learning and clinical situation-based teaching can effectively capture student attention and stimulate student learning motivation as well as increase learning satisfaction and self-confidence. The randomized and experimental design used in this study was a pretest–posttest control group design. This study recruited participants from a technical college in the north of Taiwan. The experimental group (receiving multidisciplinary teaching) comprised 48 participants and the control group (receiving traditional teaching) comprised 50 participants. Participants took a pretest before the multidisciplinary teaching intervention, received a total of 12 weeks of intervention and then took a posttest within 1 week of the end of the course. These participants completed a questionnaire regarding learning satisfaction, confidence and learning performance. The multidisciplinary teaching intervention improved learning satisfaction (t = 7.36, p < 0.001), self-confidence (t = 7.34, p < 0.001) and learning performance (t = 6.66, p < 0.001). Multidisciplinary teaching interventions can improve learning satisfaction, self-confidence and learning performance among nursing students. Multidisciplinary teaching should be promoted in the context of nursing teaching and students have the multidisciplinary learning.