{"title":"The effect of repeated online Team-Based Learning on undergraduate nursing students: a quasi-experimental study","authors":"","doi":"10.1016/j.teln.2024.04.022","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Little is known about how students’ experiences with online Team-Based Learning (TBL) may have changed over time during the COVID-19 pandemic.</p></div><div><h3>Aims</h3><p>to examine the performance of undergraduate nursing students in online TBL; to evaluate the change in students’ attitudes about teamwork and their accountability, preference and satisfaction with online TBL between 1st and 2nd year.</p></div><div><h3>Methods</h3><p>A one-group pretest-posttest design was used. A cohort of thirty-three undergraduate nursing students attended online TBL sessions during 1st and 2nd year. Students’ performance in individual versus team readiness assurance tests in 2nd-year online TBL sessions was compared. Results from a structured questionnaire on students’ attitudes about teamwork and from the Team-Based Learning Student Assessment Instrument (TBL-SAI) were collected at different time points.</p></div><div><h3>Results</h3><p>A statistically significant improvement was identified in students’ performance and in the categories “Overall satisfaction with Team Experience” and “Team Impact on Clinical Reasoning Ability” of the structured questionnaire. T-test of TBL-SAI mean scores showed no statistical significance.</p></div><div><h3>Conclusions</h3><p>In repeated online TBL, teamwork increased students’ satisfaction and clinical reasoning ability. Group performance was higher than individual results. Students’ accountability, preference and satisfaction with online TBL remained high.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e610-e616"},"PeriodicalIF":1.9000,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724000982/pdfft?md5=a6fe49af901f18a759462cd24f352c61&pid=1-s2.0-S1557308724000982-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724000982","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Little is known about how students’ experiences with online Team-Based Learning (TBL) may have changed over time during the COVID-19 pandemic.
Aims
to examine the performance of undergraduate nursing students in online TBL; to evaluate the change in students’ attitudes about teamwork and their accountability, preference and satisfaction with online TBL between 1st and 2nd year.
Methods
A one-group pretest-posttest design was used. A cohort of thirty-three undergraduate nursing students attended online TBL sessions during 1st and 2nd year. Students’ performance in individual versus team readiness assurance tests in 2nd-year online TBL sessions was compared. Results from a structured questionnaire on students’ attitudes about teamwork and from the Team-Based Learning Student Assessment Instrument (TBL-SAI) were collected at different time points.
Results
A statistically significant improvement was identified in students’ performance and in the categories “Overall satisfaction with Team Experience” and “Team Impact on Clinical Reasoning Ability” of the structured questionnaire. T-test of TBL-SAI mean scores showed no statistical significance.
Conclusions
In repeated online TBL, teamwork increased students’ satisfaction and clinical reasoning ability. Group performance was higher than individual results. Students’ accountability, preference and satisfaction with online TBL remained high.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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