Purpose
This study was conducted to examine the effects of team-based problem-based learning combined with smart education among nursing students.
Methods
A quasi-experimental non-equivalent control group, pre-posttest design was used. The experimental group (n=36) received problem-based learning combined with smart education and lectures 7 times over the course of 7 weeks (100 minutes weekly). Control group (n=34) only received instructor-centered lectures 7 times over the course of 7 weeks (100 minutes weekly). Data were analyzed using the x² test, the Fisher exact test, and the independent t-test with SPSS for Windows version 21.0.
Results
After the intervention, the experimental group reported increased learning motivation (t=2.70, p=.009), problem-solving ability (t=2.25, p=.028), academic self-efficacy (t=4.76, p<.001), self-learning ability (t=2.78, p<.001), and leadership (t=2.78, p=.007) relative to the control group.
Conclusion
Team-based problem-based learning combined with smart education and lectures was found to be an effective approach for increasing the learning motivation, problem-solving ability, academic self-efficacy, self-learning ability, and leadership of nursing students.

Citations

• Development and evaluation of a pediatric nursing competency-building program for nursing students in South Korea: a quasi-experimental study
  Hyun Young Koo, Bo Ryeong Lee
  Child Health Nursing Research.2022; 28(3): 167.     CrossRef
• Concept Analysis of Leadership Activities in the Nursing Students
  Jeong-Soo KIM
  JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2021; 33(3): 667.     CrossRef