간호학과 신입생의 학습민첩성을 고려한 팀 구성이 학습민첩성, 학교지원, 학업참여, 팀 기반 학습만족도에 미치는 영향

• Published in: 의료커뮤니케이션 Vol. 20; no. 1; pp. 79 - 87
• Main Authors: 박지현, Jihyun Park, 정선영, Sun Young Jung
• Format: Journal Article
• Language: Korean
• Published: 대한의료커뮤니케이션학회 30.06.2025
• Subjects: Learning; Nursing; Schools; Students; 간호; 의학일반; 학교; 학생; 학습
• ISSN: 1975-888X; 2713-6825
• DOI: 10.15715/kjhcom.2025.20.1.79

Purpose : This study aimed to examine the effects of team-based learning (TBL) supported by learning agility-based team allocation on nursing freshmen’s perceived learning agility, school support, academic engagement, and satisfaction with team-based learning. Methods : Participants were 61 first-year nursing students in South Korea. Students were divided into two groups: one group was allocated into teams with homogeneous levels of learning agility (equal-distribution group), while the other group was randomly assigned (random-assignment group). Data were collected using structured questionnaires. Analysis was conducted using SPSS 21.0 with descriptive statistics, independent t-tests, chi-square tests, and ANCOVA. Results : The equal-distribution group showed significantly higher improvements in the subfactor of behavioral change in learning agility, perceived school support, academic engagement, and satisfaction with team-based learning compared to the random-assignment group. However, overall learning agility did not differ significantly between groups. Conclusion : Allocating students into teams based on their learning agility levels can enhance the effectiveness of TBL by promoting behavioral change, perceived support, engagement, and satisfaction. Strategic team composition that considers learner characteristics should be implemented to maximize educational outcomes in nursing education.