Effect of Team-Based Learning Interventions on the Learning Competency of Korean Nursing Students: A Systematic Review and Meta-Analysis.

Abstract

This systematic review and meta-analysis aimed to comprehensively evaluate the effectiveness of team-based learning (TBL) methods in Korean nursing education, focusing on their impact on students' key learning competencies. Specifically, this study examined the effects of TBL on communication ability, self-efficacy, learning ability, and problem-solving skills while also assessing the overall efficacy of TBL compared to other teaching methods. This was a systematic review and meta-analysis of experimental and quasi-experimental studies. The relevant literature was sourced from Medline/PubMed, Embase, Cochrane Library, Cumulative Index to Nursing and Allied Health Literature Complete, Google Scholar, and the reference lists of the retrieved papers. The literature was selected based on the Preferred Reporting Items for Systematic Reviews and Meta-analysis guidelines. The risk of bias was assessed using the Cochrane risk of bias assessment tool and the Risk of Bias for Nonrandomized Studies tool. Standardized mean differences and a random effects model were employed to determine effect sizes. A total of twelve studies met the inclusion criteria and were analyzed. The overall standardized mean difference was 0.69 (confidence interval = 0.43-0.94, p < 0.001), indicating a moderate to strong effect of TBL on nursing students' learning competencies. However, due to a substantial degree of heterogeneity (89%), subgroup analyses were conducted to assess the impact of TBL on specific learning competencies. The standardized mean difference for communication ability, self-efficacy, and learning ability was 0.74 (confidence interval = 0.22-1.26, p = 0.004), 0.32 (confidence interval = 0.13-0.51, p = 0.005), and 0.44 (confidence interval = 0.26-0.63, p < 0.001), respectively. Notably, TBL had the most significant impact on problem-solving ability, with a standardized mean difference of 1.10 (confidence interval = 0.37-1.83, p = 0.006), suggesting that TBL is particularly effective in fostering problem-solving skills among nursing students. All the findings were statistically significant. Team-based learning interventions have a substantial positive impact on key learning competencies in nursing education, particularly in enhancing problem-solving skills. However, while TBL demonstrates clear benefits, current evidence remains insufficient to definitively establish its superiority over alternative instructional methods. Further research is needed to compare TBL with other active learning strategies and to explore its long-term effectiveness in clinical and academic settings.