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

Abstract

Simulation and team-based learning are reported as useful strategies in nursing education. However, empirical evidence on the effects of participating in an integrated course of team-based learning and simulation is limited. The aim of this study was to identify the effects of a nursing simulation program with team-based learning on knowledge, team performance, and teamwork among Korean nursing students. A one-group pretest-posttest design was used. Fourth-year students (N = 229) participated in a 32-hour nursing simulation program with team-based learning. Each of the three sessions of the program involved a 3-hour task training with video-assisted learning and skills performance assessment, 1-hour team-based learning, and 4-hour simulation session with a high-fidelity simulator. In addition to the knowledge test and performance assessment, participants completed a self-administered questionnaire on teamwork. Participants achieved higher scores in the Group Readiness Assurance Test than they did in the Individual Readiness Assurance Test. The posttest scores on team performance and teamwork were significantly higher than their pretest scores. The simulation with team-based learning induced favorable effects on participants' knowledge, performance, and teamwork. A curricular integration of simulation program with team-based learning is consistent with achieving outcomes-based learning in nursing education.

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

“…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).…”

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

“…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).…”

“…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)…”

“…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.…”