ArticleKorean journal of women health nursing2021
The effects of team-based learning on nursing students' learning performance with a focus on high-risk pregnancy in Korea: a quasi-experimental study.
Article in Korean journal of women health nursing, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 2 of them syntheses that pooled it.
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Who cites it
3 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The effects of case-based, problem-based, and team-based learning on nursing students' problem-solving, self-directed learning, and communication skills: a systematic review and meta-analysis.BMC medical education · 2026Pooled it
- Self-directed learning assessment practices in undergraduate health professions education: a systematic review.Medical education online · 2023Pooled it
- Applying team-based learning combined with empathy map to improve self-directed learning skills.BMC nursing · 2024Article
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Authors and funding
2 authors.
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Abstract
Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequivalent control group pretest-posttest design. The participants were 91 nursing students allocated to an experimental group (n=45) and a control group (n=46). The experimental group received TBL lectures three times over the course of 3 weeks (100 minutes weekly) and the control group received instructor-centered lectures three times over the course of 3 weeks (100 minutes weekly). Data were collected by questionnaires from September 10 to November 8, 2019. Data were analyzed using the chi-square test, paired t-test, and independent t-test. Results: After the intervention, the mean scores of problem-solving ability (t=-2.59, Conclusion: The TBL program was effective for improving nursing students' problem-solving ability, self-directed learning, and nursing knowledge. Thus, TBL can be considered an effective teaching and learning method that can improve the learning outcomes of high-risk pregnancy nursing in women's health nursing classes. The findings suggest that TBL will be helpful for future nursing students to develop the nursing expertise necessary for providing nursing care to high-risk pregnant women.
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