Effects of TBL teaching on nursing students' knowledge, practical skills and core ability: A systematic review and meta-analysis.
This study aims to investigate the comparative effects of the team-based learning methodology against conventional teaching practices on the educational outcomes of nursing students. The team-based learning instructional strategy represents a significant pedagogical innovation in nursing education....
| Publicado en: | Nurse Education in Practice Vol. 80 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180729215&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180729215 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14715953 NZT jtl: Nurse Education in Practice issn: 14715953 maglogo: N pubinfo: dt: Oct2024 vid: 80 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 180729215 180729215 180729215 10.1016/j.nepr.2024.104125 180729215 ppct: 1 formats: tig: atl: Effects of TBL teaching on nursing students' knowledge, practical skills and core ability: A systematic review and meta-analysis. aug: au: Xiaoyan(晓燕), Wang(王) Lifeng(丽峰), Yang(杨) Jing(静), Jin(金) affil: School of Nursing, Hexi University, Zhangye 734000, PR China sug: subj: Education, Nursing Teaching Methods Learning Methods Outcomes of Education Evaluation Student Knowledge Evaluation Nursing Skills Evaluation Teamwork Human Systematic Review Meta Analysis PubMed Embase Cochrane Library Academic Performance Skill Acquisition Critical Thinking Self-Directed Learning Problem Solving Communication Skills ab: This study aims to investigate the comparative effects of the team-based learning methodology against conventional teaching practices on the educational outcomes of nursing students. The team-based learning instructional strategy represents a significant pedagogical innovation in nursing education. This approach initiates with foundational knowledge, uses predetermined questions for guidance and adopts both intra-group and inter-group dialogues as mechanisms of learning. It accentuates the creativity and pragmatism of students, thereby enhancing their communicative and collaborative competencies. Although this methodology has garnered recognition among nursing education practitioners in recent years, consensus on its pedagogical efficacy remains elusive. The investigation was structured as a systematic review and meta-analysis. In August 2024, a comprehensive search was executed across several databases, including PubMed, Embase, The Cochrane Library, Web of Science, OVID, Scoups and CNKI, to identify studies that satisfied predetermined criteria for inclusion and exclusion. The process entailed screening studies against the criteria, extracting pertinent data and assessing the quality of the studies prior to performing a meta-analysis. The review protocol of this study was prospectively registered in the International Prospective Register of Systematic Reviews (PROSPERO) (CRD42024513238). From an initial pool of 3191 articles, 29 were selected for meta-analysis following a meticulous screening process. Findings indicated that the team-based learning methodology significantly outperformed traditional teaching approaches in enhancing nursing students' final examination scores and practical skills. Moreover, it was observed to bolster self-directed learning and critical thinking capabilities among students. Nonetheless, the impact of team-based learning on improving problem-solving skills and communication skills warrants additional verification. The investigation concludes that the team-based learning approach is efficacious in enriching nursing students' theoretical and practical proficiencies, alongside promoting self-directed learning and critical thinking. However, given the constrained number and quality of the studies included, these findings necessitate corroboration through further high-caliber research. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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