Efficacy of modified team‐based learning in a flipped classroom for an acute‐care nursing course: A mixed‐methods study

Abstract

Abstract Aim To test a modified team‐based learning approach on undergraduate learning outcomes in an acute‐care nursing course in Japan. Design Mixed‐methods. Methods Students worked on three simulated cases, engaged in pre‐class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical‐thinking disposition and time spent in self‐learning at four time‐points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal–Wallis test and a content analysis. Data sources We recruited nursing students attending a mandatory course in acute‐care nursing at University A. Data were collected at four time‐points between April and July 2018. Data from 73 of 93 respondents were analysed. Results Team approach, critical thinking and self‐learning all increased significantly across the time‐points. Four categories emerged from students' comments: ‘achievement of teamwork’, ‘sense of learning efficacy’, ‘satisfaction with course approach’ and ‘issues related to course approach’. The modified team‐based learning approach led to improvements in team approach and critical‐thinking disposition across the course. Conclusion Incorporating team‐based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. Implications for the profession and/or patient care The intervention led to improvements in team approach and critical‐thinking disposition across the course. The educational intervention also led to more time for self‐learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.

Keywords

• critical thinking
• nursing students
• personal satisfaction
• self‐learning
• team‐based learning