Short-term effects of team-based learning on self-directed learning, cooperative learning, and critical thinking among nursing students studying medical-surgical nursing

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 89 (Nov 2025), p. 104618-104625
Autor principal:	Lin, Pao-Chen
Otros Autores:	Chang, Yu-Hsuan
Publicado:	Elsevier Limited
Materias:	Taiwan Problem solving Intervention Students Retention Curricula Short term Core competencies Quasi-experimental methods Teamwork Active learning Teaching Nurses Learning Critical thinking Collaborative learning Independent study Self instruction Nursing education Competency based learning Cooperative learning Control groups Nursing Cooperation Medical-surgical nursing First year Teams Clinical decision making Design Data collection Selfdirected learning Groups Medical students Learning Activities Learning Motivation Lecture Method Academic Achievement Decision Making Knowledge Level Student Motivation Concept Mapping Educational Environment Course Content Learner Engagement Educational Strategies Competence Educational Resources Experimental Groups Educational Methods Instructional Materials Lifelong Learning Educational Needs
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Descripción
Resumen:	Aims To evaluate the short-term effects of team-based learning (TBL) on self-directed learning (SDL), cooperative learning, and critical thinking among nursing students enrolled in a medical-surgical nursing course. Background Studies examining the short-term retention effects of TBL on nursing students’ core competencies are limited. Design A quasi-experimental study. Methods Data were collected from nursing students aged 17–18 years who were enrolled in a medical-surgical nursing course. Students recruited in the first year (n = 101) were assigned to a control group and received traditional lecture-based instruction on cardiovascular care, whereas those recruited in the second year (n = 98) were assigned to a TBL group and received instruction on the same topics. Both interventions were delivered 2 h per week for 5 weeks. The students’ SDL, cooperative learning, and critical thinking were assessed at baseline, postintervention, and 5 weeks after the intervention. Results Compared with the control group, the TBL group showed greater improvements in SDL, cooperative learning, and critical thinking at both postintervention and the 5-week follow-up. Within the TBL group, SDL and critical thinking were maintained during the follow-up, whereas cooperative learning declined significantly but remained higher than in the control group. Conclusions Implementation of TBL enhances nursing students’ core competencies more effectively than traditional lecture-based teaching. Short-term benefits in SDL and critical thinking appear sustainable, whereas cooperative learning may need support to ensure lasting improvement. Further research is needed to assess the long-term retention of core competencies acquired through TBL, with particular attention to cooperative learning.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104618
Fuente:	Sociology Database