Improving multidisciplinary collaboration among baccalaureate nursing students with Challenge-Based Learning: A quasi-experimental study in Hong Kong samples

BackgroundChallenge-Based Learning (CBL), which is an experiential team-based pedagogy, was adopted in the baccalaureate nursing programme to foster students' collaboration ability. One core feature of CBL that warrants such experience students must work out intervention for target clients a big team comprising classmates and other relevant personnel community. It believed can cultivate skill.ObjectiveTo evaluate effect on skill students.MethodsIt quasi-experimental study with one group pre-post-test design. 94 who enrolled public health course designed by recruited self-financing institution Hong Kong. An 18-item Collaboration Scale used measure skill. Wilcoxon Signed-Rank test compare score pre- post-intervention.ResultsAll participants had completed questionnaires no missing data. The post-intervention total its three subscale scores (satisfaction collaboration, impact trust respect) were significantly higher than pre-test's ones (p < 0.0001).ConclusionThe provides first piece empirical evidence support as potential pedagogy students. Further studies more rigorous design are needed reveal full effective development.