Preliminary effect of challenge-based learning on fostering nursing students’ multidisciplinary collaboration in community health care settings
Author(s)
Author(s)
Tang, A. C. Y.
Suen, L. K. P.
Wong, J. S. W.
Chan, S.
Luk, K. K. H.
Kwan, R. Y. C.
Date Issued
2024
Publisher
Elsevier
Journal
Teaching and Learning in Nursing
Volume
19
Issue
4
Start page
e661
End page
e666
Abstract
Background: Competence in multidisciplinary collaboration is an essential attribute of nurses working in community health settings. Nursing students should be equipped with this attribute during undergraduate training.
Aim: To examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students.
Methods: A one-group pretest-posttest study. Nursing students worked in multidisciplinary groups to conduct community projects framed with CBL. The students designed, planned, and implemented health promotion activities for the selected health topics over a 14-week semester. Multidisciplinary collaboration was measured by Collaboration Scale at baseline and after the projects were completed. Wilcoxon signed-rank test was used to compare the total and subdomain collaboration scores within-group. p-value <0.05 was statistical significance.
Results: The total and subdomain collaboration scores were significantly greater than those of the pretest ones (p<0.001), with the effect sizes (r) ranging from 0.48 to 0.71.
Conclusions: The present findings shed light on the potential positive effect of CBL on strengthening nursing students’ competence in multidisciplinary collaboration. Future studies with a more rigorous approach are needed to verify the findings.
SFU Affiliated Publication
Yes
Availability at SFU Library
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