Effects of an Electrocardiography Training Program: Team-Based Learning for Early-Stage Intensive Care Unit Nurses

Abstract

Background: Team-based learning (TBL) can be one way of improving professional and practical skills for nurses. This study explored the effectiveness of an electrocardiography training program using TBL for early-stage nurses in intensive care units. Method: This study used a pretest–posttest nonequivalent control group. A total of 65 participants were enrolled in the study (36 in the experimental group and 29 in the control group). Participants in the experimental group were trained with TBL, and participants in the control group had lecture-based learning on electrocardiography education. Results: There was no statistically significant difference between the team-based and lecture-based learning groups after the training in participants' knowledge of electrocardiography and reading ability of bedside (lead II rhythm) electrocardiography monitoring ( p > .05). However, there was a statistically significant difference between the two groups in the reading ability of the 12-lead electrocardiography ( p < .001). Conclusion: TBL was more effective in improving nurses' reading ability of the 12-lead electrocardiography. [ J Contin Educ Nurs . 2020;51(4):174–180.]

Team‐based learning in nursing education: A scoping review

“… three were randomised controlled trials (Kang et al, 2016; Kim et al, 2016; Sakamoto et al, 2020); 19 were pre‐test post‐test studies, of which ten had two‐groups (Cho & Kweon, 2017; Clark et al, 2008; Eun & Hye Young, 2017; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kim & Kim, 2020; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013; Seo & Roh, 2020) and nine had one group (Cheng, Liou, Hsu, et al, 2014; Cheng et al, 2014; Cho & Kweon, 2017; Goolsarran et al, 2018; Park et al, 2015; Roh et al, 2020; Siah et al, 2019; Whittaker, 2015; Wong et al, 2017); 10 were descriptive cohort studies (Corbridge et al, 2013; Ebrahimpour & Pelarak, 2016; Isbell et al, 2016; Mennenga, 2015; Roh et al, 2015) (Ouellette & Blount, 2015; Ulrich et al, 2017) (Considine et al, 2014; Currey et al, 2018; Miles et al, 2017); six studies used mixed methods (Branney & Priego‐Hernández, 2018; Considine et al, 2014; Currey, Oldland, et al, 2015; Feingold et al, 2008; McRae et al, 2017; Morris, 2016); and three were qualitative studies (Currey, Eustace, et al, 2015; Göktepe et al, 2018; Oldland et al, 2017). …”

“…With a focus on educational level of preparation, 28 studies were of undergraduate students (Branney & Priego‐Hernández, 2018; Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Cho & Kweon, 2017; Clark et al, 2008; Eun & Hye Young, 2017; Feingold et al, 2008; Göktepe et al, 2018; Goolsarran et al, 2018; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kang et al, 2016; Kim et al, 2016; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013, 2015; Miles et al, 2017; Morris, 2016; Park et al, 2015; Roh et al, 2014, 2015, 2020; Sakamoto et al, 2020; Siah et al, 2019; Ulrich et al, 2017; Whittaker, 2015; Wong et al, 2017) and six studies were of postgraduate students (Corbridge et al, 2013; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Isbell et al, 2016; Oldland et al, 2017). Seven studies were undertaken in hospital settings (Considine et al, 2013, 2014; Ebrahimpour & Pelarak, 2016; Kim & Kim, 2020; McRae et al, 2017; Ouellette & Blount, 2015; Seo & Roh, 2020).…”

“…Eighteen studies were cohort studies of TBL in isolation (Considine et al, 2014; Corbridge et al, 2013; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Ebrahimpour & Pelarak, 2016; Feingold et al, 2008; Göktepe et al, 2018; McRae et al, 2017; Mennenga, 2015; Miles et al, 2017; Morris, 2016; Oldland et al, 2017; Park et al, 2015; Roh et al, 2014, 2015; Siah et al, 2019; Wong et al, 2017) and three cohort studies were of TBL plus simulation (Goolsarran et al, 2018; Ouellette & Blount, 2015; Roh et al, 2020). TBL was compared with lectures in 16 studies (Branney & Priego‐Hernández, 2018; Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Cho & Kweon, 2017; Clark et al, 2008; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Isbell et al, 2016; Kim et al, 2016; Kim & Kim, 2020; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013; Sakamoto et al, 2020; Seo & Roh, 2020; Ulrich et al, 2017), instructor‐led teaching in one study (Whittaker, 2015) and with learning packages in one study (Considine et al, 2013). Two studies compared TBL with simulation vs. simulation alone (Eun & Hye Young, 2017; Kang et al, 2016).…”

“… knowledge or academic performance ( n = 22 studies) (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Considine et al, 2014; Goolsarran et al, 2018; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Isbell et al, 2016; Kang et al, 2016; Kim et al, 2016; Kim & Kim, 2020; McRae et al, 2017; Mennenga, 2013; Miles et al, 2017; Morris, 2016; Park et al, 2015; Roh et al, 2020; Sakamoto et al, 2020; Seo & Roh, 2020; Siah et al, 2019; Ulrich et al, 2017; Whittaker, 2015; Wong et al, 2017); student experience, satisfaction or perceptions of TBL ( n = 21 studies) (Branney & Priego‐Hernández, 2018; Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Cho & Kweon, 2017; Clark et al, 2008; Considine et al, 2014; Corbridge et al, 2013; Currey et al, 2018; Ebrahimpour & Pelarak, 2016; Feingold et al, 2008; Göktepe et al, 2018; Harmon & Hills, 2015; Koohestani & Baghcheghi, 2016; Mennenga, 2013, 2015; Morris, 2016; Oldland et al, 2017; Ouellette & Blount, 2015; Roh et al, 2014, 2015; Sakamoto et al, 2020); and student engagement with, behaviours or attitudes towards TBL ( n = 13 studies) (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Clark et al, 2008; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Feingold et al, 2008; Goolsarran et al, 2018; Kang et al, 2016;...…”

“…The use of TBL in nursing education has been studied from an undergraduate (Sookhoo et al, 2019), higher education (Dearnley et al, 2018), specialist critical care (Currey, Oldland, et al, 2015; Currey et al, 2018; Oldland et al, 2017), and industry perspective (Considine et al, 2013, 2014; Kim & Kim, 2020). However, the breadth of TBL application in nursing education and relevant outcomes are not currently well understood.…”