Introduction
Learning encompasses both traditional and active methodologies, with active methods involving students taking on an engaged role and actively participating in class discussions. This study aims to compare the impact of 2 learning methods, team-based learning (TBL) and seminar-based learning (SBL), on nursing students’ knowledge of caring for patients with chronic obstructive pulmonary disease (COPD) at the Islamic Azad University, Mahabad Branch.
Methods
This semi-experimental study involved 60 nursing students divided into 2 groups. The TBL group received educational pamphlets 7 days before the workshop and participated in an Individual Readiness Assurance Test followed by a Team Readiness Assurance Test. The SBL group engaged in seminar presentations and discussions. Data were collected using a questionnaire with 2 sections: demographic information and a 24-question section on COPD care, with 20 questions approved after review by professors. Reliability was confirmed with a Cronbach’s alpha of 0.86. Statistical analysis was conducted using SPSS 16 software.
Results
Pre-intervention, both groups had comparable knowledge levels. Post-intervention, the TBL group showed significantly higher knowledge levels than the SBL group. However, 1 month later, both methods had similar effects on long-term learning.
Conclusion
The TBL method was more effective than SBL in improving short-term knowledge of COPD care among nursing students, although both methods were effective for long-term learning. This study underscores the importance of active learning methodologies in nursing education.
