ArticleBMC nursing2025
Enhancing academic engagement through online team-based learning: a longitudinal study in nursing education.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
backgroundThe rapid advancement of technology and expansion of online learning environments require innovative educational methods tailored to digital contexts. Team-based learning (TBL) has shown promise in promoting engagement and collaborative problem solving; however, its long-term effectiveness in relation to online platforms, especially in emergency nursing education, remains underexplored. This study aimed to evaluate the effects of online TBL on academic self-efficacy, learning immersion, and learning interest among nursing students.
methodsA total of 91 nursing students were randomly assigned to either an experimental group (n = 46), which participated in TBL via an online collaboration platform, or a control group (n = 45), which used traditional paper-based TBL. Data were collected at three time points-baseline (pre-test), four weeks, and eight weeks post-intervention-using validated structured questionnaires. Repeated measures analysis of variance (ANOVA) was used to analyze changes over time.
resultsNo statistically significant differences were observed between the groups at baseline and after four weeks. However, at eight weeks, the experimental group showed significantly higher scores for academic self-efficacy (t = 2.09, p = 0.039), learning immersion (t = 2.30, p = 0.024), and learning interest (t = 2.85, p = 0.006) than the control group. These findings indicate that the benefits of digital TBL emerge over time.
conclusionsOnline TBL effectively enhances the academic self-efficacy, engagement, and motivation of nursing students. The use of digital platforms enables real-time collaboration regardless of geographic location. Future strategies should incorporate peer interaction and scaffolded tasks to promote active learning in healthcare education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.