Preliminary Effect of Challenge-Based Learning on Fostering Nursing Students’ Multidisciplinary Collaboration in Community Health Care Settings

• Published in: Teaching and learning in nursing 2024-10, Vol.19 (4), p.e661-e666
• Main Authors: TANG, Anson Chui Yan, SUEN, Lorna Kwai Ping, WONG, Julia Sze Wing, CHAN, Shun, LUK, Kevin Kar Ho, KWAN, Rick Yiu Cho, CHENG, Winnie Lai Sheung
• Format: Article
• Language: English
• Subjects: Challenge-based learning; collaboration competence; multidisciplinary collaboration; nursing education
• ISSN: 1557-3087
• DOI: 10.1016/j.teln.2024.06.001

•Nursing students should receive training in multidisciplinary collaboration to meet the increasing demand for community nurses. However, existing educational strategies could not adequately frame a learning environment for nursing students to fully experience collaboration in a multidisciplinary team.•Challenge-Based Learning (CBL) may be a promising educational approach to complement the limitations of current education strategies in nursing education because it allows nursing students to fully experience multidisciplinary collaboration through conducting community projects in a multidisciplinary context.•The preliminary findings suggest the potential positive effect of CBL in strengthening nursing students’ multidisciplinary collaboration. It serves as a reference for nurse educators to integrate CBL into nursing curricula. It also provides direction for future studies to evaluate the effect of CBL on multidisciplinary collaboration in nurse training. 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. To examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students. 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