At a glance
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Effectiveness of a Team Based Learning Intervention on Evidence-Based Practice Competence Among Nursing Students: A Quasi-Experimental Study
In Brief
A clinical study evaluating Educational Intervention for Nursing Education in Evidence-Based Practice and 8 related conditions. Completed, enrolled 131 participants across 1 site.
Detailed Summary
The goal of this interventional study is to evaluate the effectiveness of a composite active learning strategy, integrating the Flipped Classroom model and Team-Based Learning (TBL), for improving Evidence-Based Practice (EBP) competence in second-year undergraduate nursing students. The main questions it aims to answer are: * Does the educational intervention significantly improve students' self-reported knowledge of EBP concepts? * Does the educational intervention significantly improve students' self-reported skills in EBP processes (e.g., critical appraisal)? * Does the educational intervention significantly improve students' attitudes towards EBP? Participants, who were all second-year nursing students enrolled in a specific academic year, took part in a mandatory 64-hour EBP educational module. Their main tasks were: * To complete a validated self-assessment questionnaire (the Evidence-Based Practice Competence Questionnaire, EBP-COQ) at baseline (March 2024) and immediately following the intervention (April 2024). * To engage in the "Core EBP" module of the course (12 hours), which was delivered using a Team-Based Learning (TBL) strategy. This module comprised: * Asynchronous individual preparatory study (Flipped Classroom phase) of provided scientific articles and lecture notes, conducted 1-2 weeks prior to each session. * Participation in three in-person, 4-hour interactive sessions (12 contact hours total), following the structured TBL cycle of Readiness Assurance (iRAT and tRAT) and Team Application exercises.
Study Details
Timeline
Interventions
A structured, credit-bearing educational module on Evidence-Based Practice (EBP) integrated into a 64-hour course. The experimental intervention specifically targets the 'Core EBP' component (12 contact hours), delivered exclusively via Team-Based Learning (TBL) by an experienced academic facilitator with expertise in nursing research and EBP education. The intervention follows the structured TBL cycle across three in-person sessions of 4 hours each: * Individual Preparation: Prior to sessions, students engage in self-directed study of preparatory scientific articles and lecture notes. * Readiness Assurance Process: Each session begins with an Individual Readiness Assurance Test (iRAT) followed by a Team Readiness Assurance Test (tRAT) with immediate feedback. * Appeals and Application: Following an appeals process, the majority of class time is dedicated to application-focused exercises where small, permanent teams solve complex clinical scenariosto support clinical decision-making.