Effects of Simulation-based Education Combined Team-based Learning on Self-directed Learning, Communication Skills, Nursing Performance Confidence and Team Efficacy in Nursing Students

Abstract

The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. Methods: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. Results: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. Conclusion: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.

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). …”

“…A summary of the characteristics of included studies is presented in Table 1. The studies were conducted in several countries; 13 from the United States of America (Clark et al, 2008; Corbridge et al, 2013; Feingold et al, 2008; Goolsarran et al, 2018; Harmon & Hills, 2015; Isbell et al, 2016; McRae et al, 2017; Mennenga, 2013, 2015; Miles et al, 2017; Ouellette & Blount, 2015; Ulrich et al, 2017; Whittaker, 2015); 11 from South Korea (Cho & Kweon, 2017; Eun & Hye Young, 2017; Kang et al, 2016; Kim et al, 2016; Kim & Kim, 2020; Lee, 2018; Park et al, 2015; Roh et al, 2014, 2015, 2020; Seo & Roh, 2020); six from Australia (Considine et al, 2013, 2014; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Oldland et al, 2017); three from Iran (Ebrahimpour & Pelarak, 2016; Hemmati Maslakpak et al, 2015; Koohestani & Baghcheghi, 2016); two each from the United Kingdom (Branney & Priego‐Hernández, 2018; Morris, 2016) and Taiwan (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014); and one each from Brazil (Sakamoto et al, 2020), Singapore (Siah et al, 2019), Turkey (Göktepe et al, 2018) and Hong Kong (Wong 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).…”

“…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).…”

“…Ironically, one of the major aims of TBL is to foster teamwork and collaboration; however, team related factors were the outcomes of only six studies in our scoping review, all of which were positive for TBL. In our review, these five studies all used tools completed by students to measure teamwork (Eun & Hye Young, 2017; Goolsarran et al, 2018; Morris, 2016; Roh et al, 2020; Wong et al, 2017). There are mixed results reported about the effect of TBL on teamwork and team performance.…”