The Effect of Team-Based Learning on Nursing Students' Skill Acquisition in Fundamental Nursing Education

Suleyman Demirel University

Status: Completed

Conditions: Nursing Skills; Academic Success; Team Based Learning

Treatments: Other: Team based learning

Study type: Interventional

Funder types: Other

Identifiers

NCT06827808

Gamze Bolattürk

Details and patient eligibility

About

Nursing education is a practical education where theoretical knowledge is combined with laboratory and clinical skills. Skill practices that students should gain during nursing education constitute one of the most important components of the nursing profession. New methods are gaining popularity due to the fact that traditional learning methods do not attract the attention of today's student profile and cannot meet the needs at the desired level. This situation has led to the emergence and spread of active teaching and learning methods, including the cooperative learning approach. Since the learner is directly involved in the learning process in cooperative learning, active participation contributes to the development of the student in many ways. Team-Based Learning (TBL), one of the cooperative teaching methods, is a teaching method that encourages students to think critically and solve clinical problems not only individually but also as a team, and also develops problem solving, effective teamwork and communication skills. TBL is an interactive teaching strategy designed to increase student engagement. Introduced in higher education in the late 1970s, this method is based on constructive learning theory, in which students develop new personal and mental frameworks based on their prior knowledge. TBL is a method that encourages the development of student competencies, including self-directed learning, critical thinking, analysis and application, as well as team collaboration and interpersonal skills. TBL is a teaching strategy planned to be implemented in multiple stages. TBL begins with students' pre-lesson preparation, students apply preparation assurance tests individually and as a team, and the method ends with the evaluation and application of course concepts by the instructor. It is thought that the use of the TBL method in nursing education will contribute to the development of important clinical skills by using clinical experience, knowledge, and problem-solving skills. In the literature, it has been reported that TBL is an effective teaching strategy in improving problem-solving ability, knowledge and clinical performance, that it promotes learning and contributes significantly to the academic performance of students. One of the important factors that should be evaluated regarding the clinical competence of nursing students is their academic success level. Academic success can be measured by different methods including problem-solving skills, clinical competence, general grade point average and skill assessment exams (OSCE). OSCE (Objective Structured Clinical Examination) is among the methods used to evaluate the academic success of nursing students. This study aimed to evaluate the effect of TBL on the academic success of students in skills training.

Enrollment: 126 patients

Sex: All

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• first time learning nursing care skills
• volunteering to participate in the study

Exclusion criteria

• not attending class and being absent
• not wanting to participate in research

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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126 participants in 2 patient groups

Team Based Learning

Experimental group

Description:

The experimental group students were first administered iRAT. After iRAT, the students were divided into groups and formed teams and worked together for approximately 30 minutes to critique the same skill and then repeated it. Then, tRAT, which included the same questions as iRAT questions and lasted 10 minutes, was administered. In the tRAT application, students held group discussions to reach a consensus on the answers to the MCQs. When the students in the team found a suitable answer different from the answer they had chosen, they discussed the question again until they agreed on a new answer. After the tRAT was completed, the instructor discussed the correct answers to the questions with all groups and shared the group scores.

Treatment:

Other: Team based learning

Control Group

No Intervention group

Description:

Control group students individually practiced the relevant nursing skills on models in the laboratory during the lesson.