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Investigation the role of Context Support in moderating the effects of reflection on Learning Teams’ Effectiveness in nursing students
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F Hojati   , AH Mohmmad Davoudi |
| Islamic Azad University, Saveh, Iran , Faezehhojati@yahoo.com |
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Abstract: (8452 Views) |
| Introduction: In recent years, the use of Team-Based Learning in the medical education and also nursing education is common. But, still studing the efficiency of this method, required conditions and factors for successful learning teams is continuing. This study aims to To investigate effect of reflection (on processes and outcomes) on team effectiveness (performance, learning and satisfaction) according to the moderating effects of context (instructor and peer) support. Methods: A descriptive - correlational methodology was conducted on a random sample of 155 nursing students from Islamic Azad university of Saveh in 2012. Data gathered by a researcher developed questionnaire to assess context support, reflection and team effectiveness. Gathered data analyzed by using two-way Anova analysis. Results: Results of two-way Anova analysis showed that main effects of reflection were significant. But main effect of context support was only significant on satisfaction. The moderating role of context support in effects of reflection on performance, learning and satisfaction was not significant. However, diagrams showed that learning and performance is higher when people reflect and receive more support. Further, inspite of low reflection, satisfaction is higher when the support is high. Conclusion: Based of this finding concluded that the teams with high context support and reflection are more effective. This means that they have higher performance, learning and satisfaction. Also, when context support is high, teamwork satisfaction increases, even if the reflection is low. |
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| Keywords: context support, effectiveness, nursing education, reflection, teamwork |
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Full-Text [PDF 317 kb]
(2058 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2016/03/16 | Accepted: 2016/06/20 | Published: 2016/06/20
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