Effects of TBL teaching on nursing students’ knowledge, practical skills and core ability: A systematic review and meta-analysis

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2024-09-21 DOI:10.1016/j.nepr.2024.104125

Wang(王) Xiaoyan(晓燕) , Yang(杨) Lifeng(丽峰) , Jin(金) Jing(静)

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引用次数: 0

Abstract

Aim

This study aims to investigate the comparative effects of the team-based learning methodology against conventional teaching practices on the educational outcomes of nursing students.

Background

The team-based learning instructional strategy represents a significant pedagogical innovation in nursing education. This approach initiates with foundational knowledge, uses predetermined questions for guidance and adopts both intra-group and inter-group dialogues as mechanisms of learning. It accentuates the creativity and pragmatism of students, thereby enhancing their communicative and collaborative competencies. Although this methodology has garnered recognition among nursing education practitioners in recent years, consensus on its pedagogical efficacy remains elusive.

Design

The investigation was structured as a systematic review and meta-analysis.

Methods

In August 2024, a comprehensive search was executed across several databases, including PubMed, Embase, The Cochrane Library, Web of Science, OVID, Scoups and CNKI, to identify studies that satisfied predetermined criteria for inclusion and exclusion. The process entailed screening studies against the criteria, extracting pertinent data and assessing the quality of the studies prior to performing a meta-analysis. The review protocol of this study was prospectively registered in the International Prospective Register of Systematic Reviews (PROSPERO) (CRD42024513238).

Results

From an initial pool of 3191 articles, 29 were selected for meta-analysis following a meticulous screening process. Findings indicated that the team-based learning methodology significantly outperformed traditional teaching approaches in enhancing nursing students’ final examination scores and practical skills. Moreover, it was observed to bolster self-directed learning and critical thinking capabilities among students. Nonetheless, the impact of team-based learning on improving problem-solving skills and communication skills warrants additional verification.

Conclusion

The investigation concludes that the team-based learning approach is efficacious in enriching nursing students’ theoretical and practical proficiencies, alongside promoting self-directed learning and critical thinking. However, given the constrained number and quality of the studies included, these findings necessitate corroboration through further high-caliber research.

查看原文本刊更多论文

TBL教学对护生知识、实践技能和核心能力的影响：系统回顾与荟萃分析

背景基于团队的学习教学策略是护理教育中的一项重大教学创新。这种方法以基础知识为起点，以预设问题为引导，以组内对话和组间对话为学习机制。它突出了学生的创造性和实用性，从而提高了他们的沟通和协作能力。尽管这种方法近年来得到了护理教育从业者的认可，但对其教学效果仍未达成共识。方法 2024 年 8 月，在多个数据库（包括 PubMed、Embase、The Cochrane Library、Web of Science、OVID、Scoups 和 CNKI）中进行了全面检索，以确定符合预定纳入和排除标准的研究。在进行荟萃分析之前，需要根据标准筛选研究、提取相关数据并评估研究质量。本研究的综述方案已在国际系统综述前瞻性登记簿（PROSPERO）（CRD42024513238）上进行了前瞻性登记。结果从最初的 3191 篇文章中，经过细致的筛选过程，选出了 29 篇文章进行荟萃分析。研究结果表明，在提高护理专业学生的期末考试成绩和实践技能方面，团队学习法明显优于传统教学法。此外，研究还发现团队学习法还能提高学生的自主学习能力和批判性思维能力。尽管如此，团队学习法对提高问题解决能力和沟通技巧的影响仍有待进一步验证。调查得出结论，团队学习法在丰富护理专业学生的理论和实践能力、促进自主学习和批判性思维方面具有良好的效果。然而，鉴于所纳入研究的数量和质量有限，有必要通过进一步的高水平研究来证实这些发现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.