Effects of a Simulation With Team-Based Learning on Knowledge, Team Performance, and Teamwork for Nursing Students

Roh, Young Sook; Kim, Sang Suk; Park, Sunah; Ahn, Jung-Won

doi:10.1097/cin.0000000000000628

Cited by 16 publications

(30 citation statements)

References 34 publications

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“…To identify the effects of simulation, Roh et al. (2020) implemented sessions over a 15‐week period. In another study, students attended one simulation session every week during a semester (Thomas & Mackey, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…Roh et al. (2020) used a 20‐item checklist and reported significantly improved post‐test scores on team performance and teamwork.…”

Section: Resultsmentioning

confidence: 99%

“…Although multiple simulations influence students’ knowledge and competence, we found that only two studies presented significant results regarding knowledge score (Curl et al., 2016; Hoffmann et al., 2007). Effects on students’ learning outcomes can span a wide range, as competence is characterized by clinical judgement (Bussard, 2018; Schlairet & Fenster, 2012), critical thinking (Chin et al., 2014; Melenovich, 2012; Schlairet & Fenster, 2012; Shin et al., 2015), clinical competency (Hansen & Bratt, 2017; Ironside et al., 2009; Lacue, 2017; Mancini et al., 2019; Mould et al., 2011; Raman et al., 2019) and performance (Hart et al., 2014; Hicks et al., 2009; Hill, 2014; Meyer et al., 2011; Roh et al., 2020; Unsworth et al., 2016). Four studies reported significant between‐group differences (Chiang & Chan, 2014; Ironside et al., 2009; Lacue, 2017; Mould et al., 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Meyer et al (2011) also found no significant results when evaluating student performance using a tool adapted from the Likert-style tool used by Massey and Warblow's (2005). Roh et al (2020)…”

Section: Competencementioning

confidence: 99%

“…Among the quantitative studies, six used a randomized study design (Hansen & Bratt, 2017;Hicks et al, 2009;Melenovich, 2012;Meyer et al, 2011;Schlairet & Fenster, 2012;Schlairet & Pollock, 2010). In 10 studies, data were collected using a scoring sheet to evaluate students' competence (Bussard, 2018;Chiang & Chan, 2014;Curl et al, 2016;Hart et al, 2014;Hill, 2014;Ironside et al, 2009;Lacue, 2017;Mancini et al, 2019;Raman et al, 2019;Shin et al, 2015) and 13 studies employed self-report surveys (Chiang & Chan, 2014;Cummings & Connelly, 2016;Hoffmann et al, 2007;Ironside et al, 2009;Lacue, 2017;Liaw et al, 2014;Mould et al, 2011;Moule et al, 2008;Raman et al, 2019;Roh et al, 2020;Thomas & Mackey, 2012;Unsworth et al, 2016;Zapko et al, 2018). It was a significant difference between Year 1 and Year 2 in terms of high expectations, the importance of collaboration, diverse learning and the high expectations *The definitions of student level vary between the articles, (e.g., senior and third year students) and are presented as described.…”

Section: Re Sultsmentioning

confidence: 99%

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The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

et al. 2020

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Aims To examine the use and effects of multiple simulations in nursing education. Design A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020. Method Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool. Results In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence. Conclusion Multiple scenario‐based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.

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Section: Resultsmentioning

confidence: 99%

“…Roh et al. (2020) used a 20‐item checklist and reported significantly improved post‐test scores on team performance and teamwork.…”

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Competencementioning

confidence: 99%

Section: Re Sultsmentioning

confidence: 99%

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The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

et al. 2020

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Efficacy of modified team‐based learning in a flipped classroom for an acute‐care nursing course: A mixed‐methods study

et al. 2023

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Aim To test a modified team‐based learning approach on undergraduate learning outcomes in an acute‐care nursing course in Japan. Design Mixed‐methods. Methods Students worked on three simulated cases, engaged in pre‐class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical‐thinking disposition and time spent in self‐learning at four time‐points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal–Wallis test and a content analysis. Data sources We recruited nursing students attending a mandatory course in acute‐care nursing at University A. Data were collected at four time‐points between April and July 2018. Data from 73 of 93 respondents were analysed. Results Team approach, critical thinking and self‐learning all increased significantly across the time‐points. Four categories emerged from students' comments: ‘achievement of teamwork’, ‘sense of learning efficacy’, ‘satisfaction with course approach’ and ‘issues related to course approach’. The modified team‐based learning approach led to improvements in team approach and critical‐thinking disposition across the course. Conclusion Incorporating team‐based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. Implications for the profession and/or patient care The intervention led to improvements in team approach and critical‐thinking disposition across the course. The educational intervention also led to more time for self‐learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.

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Integrating Foundational and Clinical Science Remotely by Combining Team-Based Learning and Simulation

2023

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Integrating foundational and clinical science in medical and other professional healthcare degree programs has been well established as a means to enhance learning. However, implementation remains challenging, and a significant gap exists in guidance for non-professional degree programs to effectively accomplish both types of integration. Additionally, many modalities described in the literature are resource-intensive, scale poorly to larger groups, and are widely inaccessible. We present an online modality combining team-based learning and a simulation-based learning experience that fosters vertical and horizontal integration of physiology, pharmacology, and clinical science. The tools utilized include a vital sign simulator, video conferencing software, and a document-sharing platform. The activity demonstrated improved knowledge comparing pre- and posttests and evidence that the activity helped students integrate physiology, pharmacology, and clinical medicine. The novel structure is effective and accessible, uses open-source software and standard equipment available to most undergraduate and graduate faculty, and is adaptable to in-person, hybrid-remote, and fully remote delivery.

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Effects of a Simulation With Team-Based Learning on Knowledge, Team Performance, and Teamwork for Nursing Students

Cited by 16 publications

References 34 publications

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

Efficacy of modified team‐based learning in a flipped classroom for an acute‐care nursing course: A mixed‐methods study

Integrating Foundational and Clinical Science Remotely by Combining Team-Based Learning and Simulation

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