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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| Publicado en: | Nurse Education in Practice vol. 89 (Nov 2025), p. 104618-104625 |
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Elsevier Limited
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1016/j.nepr.2025.104618 |2 doi | |
| 035 | |a 3275161850 | ||
| 045 | 2 | |b d20251101 |b d20251130 | |
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| 100 | 1 | |a Lin, Pao-Chen | |
| 245 | 1 | |a Short-term effects of team-based learning on self-directed learning, cooperative learning, and critical thinking among nursing students studying medical-surgical nursing | |
| 260 | |b Elsevier Limited |c Nov 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Taiwan | |
| 653 | |a Problem solving | ||
| 653 | |a Intervention | ||
| 653 | |a Students | ||
| 653 | |a Retention | ||
| 653 | |a Curricula | ||
| 653 | |a Short term | ||
| 653 | |a Core competencies | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Teamwork | ||
| 653 | |a Active learning | ||
| 653 | |a Teaching | ||
| 653 | |a Nurses | ||
| 653 | |a Learning | ||
| 653 | |a Critical thinking | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Independent study | ||
| 653 | |a Self instruction | ||
| 653 | |a Nursing education | ||
| 653 | |a Competency based learning | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Control groups | ||
| 653 | |a Nursing | ||
| 653 | |a Cooperation | ||
| 653 | |a Medical-surgical nursing | ||
| 653 | |a First year | ||
| 653 | |a Teams | ||
| 653 | |a Clinical decision making | ||
| 653 | |a Design | ||
| 653 | |a Data collection | ||
| 653 | |a Selfdirected learning | ||
| 653 | |a Groups | ||
| 653 | |a Medical students | ||
| 653 | |a Learning Activities | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Lecture Method | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Decision Making | ||
| 653 | |a Knowledge Level | ||
| 653 | |a Student Motivation | ||
| 653 | |a Concept Mapping | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Competence | ||
| 653 | |a Educational Resources | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Educational Methods | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Chang, Yu-Hsuan | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 89 (Nov 2025), p. 104618-104625 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275161850/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3275161850/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275161850/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |