Clinical trial NCT06827808: The Effect of Team-Based Learning on Nursing Students' Skill Acquisition in Fundamental Nursing Education
Official title: The Effect of Team-Based Learning on Nursing Students' Skill Acquisition in Fundamental Nursing Education: a Randomized Controlled Trial
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Team Based Learning
Nursing Skills
Academic Success
Lead sponsor: Suleyman Demirel University
Sponsor class: OTHER
First posted: 2025-02-14
Enrollment: 126
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: The research is a randomized controlled single-blind quasi-experimental research design.
Primary purpose: OTHER

Brief summary: Nursing education is a practical education where theoretical knowledge is combined with laboratory and clinical skills. Skill practices that students should gain during nursing education constitute one of the most important components of the nursing profession. New methods are gaining popularity due to the fact that traditional learning methods do not attract the attention of today's student profile and cannot meet the needs at the desired level. This situation has led to the emergence and spread of active teaching and learning methods, including the cooperative learning approach. Since the learner is directly involved in the learning process in cooperative learning, active participation contributes to the development of the student in many ways. Team-Based Learning (TBL), one of the cooperative teaching methods, is a teaching method that encourages students to think critically and solve clinical problems not only individually but also as a team, and also develops problem solving, effective teamwork and communication skills. TBL is an interactive teaching strategy designed to increase student engagement. Introduced in higher education in the late 1970s, this method is based on constructive learning theory, in which students develop new personal and mental frameworks based on their prior knowledge. TBL is a method that encourages the development of student competencies, including self-directed learning, critical thinking, analysis and application, as well as team collaboration and interpersonal skills. TBL is a teaching strategy planned to be implemented in multiple stages. TBL begins with students' pre-lesson preparation, students apply preparation assurance tests individually and as a team, and the method ends with the evaluation and application of course concepts by the instructor. It is thought that the use of the TBL method in nursing education will contribute to the development of important clinical skills by using clinical experience, knowledge, and problem-solving skills. In the literature, it has been reported that TBL is an effective teaching strategy in improving problem-solving ability, knowledge and clinical performance, that it promotes learning and contributes significantly to the academic performance of students. One of the important factors that should be evaluated regarding the clinical competence of nursing students is their academic success level. Academic success can be measured by different methods including problem-solving skills, clinical competence, general grade point average and skill assessment exams (OSCE). OSCE (Objective Structured Clinical Examination) is among the methods used to evaluate the academic success of nursing students. This study aimed to evaluate the effect of TBL on the academic success of students in skills training.


Eligibility criteria: Inclusion Criteria:

* first time learning nursing care skills
* volunteering to participate in the study

Exclusion Criteria:

* not attending class and being absent
* not wanting to participate in research

Primary outcomes:
measure: Individual Readiness Assurance Test (iRAT)
timeFrame: At the end of the 45 minute lesson
Secondary outcomes:
measure: Team Readiness Assurance Test (tRAT)
timeFrame: 45 minutes after iRAT
measure: OSCE (Objective Structured Clinical Examination)
timeFrame: 8 weeks after starting the study
Other outcomes:
Locations:
city: Isparta
country: Turkey
facility: Suleyman Demirel University
Study officials:
affiliation: Suleyman Demirel University
name: Doctor Research Assistant
role: PRINCIPAL_INVESTIGATOR
References: