Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

Abstract

Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

Effect of Team Based Learning on Classroom Engagement, Critical thinking dispositions And Academic Achievement of Nursing Students Enrolled in Principle of Nursing Research Course

“…However, this kind of teaching made students receive information passively, which ultimately led to dissatisfactory learning outcomes and the impairment of students' capability for critical thinking and longterm knowledge retention (GC et al, 2016). Currently, nursing schools around the world are shifting from teacher-centered pedagogies with individual-based education to student-centered models that feature group-based education such as team-based learning (TBL) (Lia Ross & Bruderle, 2016& Liao et al, 2019. Nursing education place strong emphasis on fostering the understanding of research methods.…”