The effect of team-based learning model on skills training of nursing students: A randomized controlled study
Nurse Education in Practice, cilt.87, 2025 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 87
- Basım Tarihi: 2025
- Doi Numarası: 10.1016/j.nepr.2025.104476
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ASSIA, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), MEDLINE
- Anahtar Kelimeler: Collaborative teaching, Nursing skills, Skills training, Teaching methods, Team based learning
- Süleyman Demirel Üniversitesi Adresli: Evet
Özet
Aim: Determining and evaluating the effect of team-based learning model on skills training in first-year nursing students. Background: Team-Based Learning (TBL) is a teaching method where students actively participate in the teaching process, developing critical thinking, problem solving, effective teamwork and communication skills. However, there is a lack of use and evaluation of this method in nursing skills training. Design: A randomized controlled study design. Methods: The study was conducted between October-November 2024 with students enrolled in the Fundamentals of Nursing course at a university in Turkey. A total of 126 nursing students were randomly assigned to the experimental group (n = 63) and the control group (n = 63). The research data were collected using the Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT) and Objective Structured Clinical Examination (OSCE) Skill checklists. iRAT was applied to the experimental students to answer individually. After iRAT, the students in the experimental group were divided into teams and worked together same skill. Then, tRAT was applied to answer with team decision. Results: It was found that teamwork was effective in all units and statistically significant differences between students' iRAT and tRAT mean scores. It was observed that there was a statistically significant difference in OSCE academic score averages between the experimental and control groups and the experimental group students received higher scores (t = 4.765, p = 0.001). Conclusions: It was observed that the TBL method increased the academic success of students in nursing skills education within the scope of active and collaborative learning activities.