Effectiveness of team-based learning with high fidelity simulation in an undergraduate pediatric course for nurses

Abstract

Background: Team-based learning (TBL) is a flipped class teaching technique based on principles of collaborative learning. It improves academic test performance in students. Increased satisfaction with learning tasks and enhancement in critical thinking skills is also observed with TBL in nursing education. Aim: The aim of this study was to compare the effects of “conventional TBL” (CTBL) and “TBL combined with high fidelity simulation” on student's attitude and test performance. Methods: The study was conducted in College of Nursing, Jeddah, following Institutional Review Board approval. The study had a two-group posttest only experimental design. Undergraduate nursing students enrolled in the pediatric nursing course were randomly allocated to two groups. Students in Group 1 and Group 2 were taught selected course topics with “CTBL” and “TBL combined with high fidelity simulation” respectively. They filled a questionnaire (comprising of 5-point Likert scale) measuring their attitude toward TBL after completion of the course. They also undertook a test comprising of the same items and the test scores between the two groups were compared. Results: A significant difference (P < 0.001) in test scores the two groups of students was assessed. The difference in mean score of responses between Group 1 and Group 2 was also significant. Conclusion: Test scores of students who covered learning content with TBL combined with high fidelity simulation had better test scores in cognitive test items. A more positive attitude toward TBL was noted in students completing learning tasks with high fidelity simulation in the application phase.

Keywords

• high fidelity simulation
• nursing
• team-based learning
• undergraduate