Short-term effects of team-based learning on self-directed learning, cooperative learning, and critical thinking among nursing students studying medical-surgical nursing

Abstract

Aims

To evaluate the short-term effects of team-based learning (TBL) on self-directed learning (SDL), cooperative learning, and critical thinking among nursing students enrolled in a medical-surgical nursing course.

Background

Studies examining the short-term retention effects of TBL on nursing students’ core competencies are limited.

Design

A quasi-experimental study.

Methods

Data were collected from nursing students aged 17–18 years who were enrolled in a medical-surgical nursing course. Students recruited in the first year (n = 101) were assigned to a control group and received traditional lecture-based instruction on cardiovascular care, whereas those recruited in the second year (n = 98) were assigned to a TBL group and received instruction on the same topics. Both interventions were delivered 2 h per week for 5 weeks. The students’ SDL, cooperative learning, and critical thinking were assessed at baseline, postintervention, and 5 weeks after the intervention.

Results

Compared with the control group, the TBL group showed greater improvements in SDL, cooperative learning, and critical thinking at both postintervention and the 5-week follow-up. Within the TBL group, SDL and critical thinking were maintained during the follow-up, whereas cooperative learning declined significantly but remained higher than in the control group.

Conclusions

Implementation of TBL enhances nursing students’ core competencies more effectively than traditional lecture-based teaching. Short-term benefits in SDL and critical thinking appear sustainable, whereas cooperative learning may need support to ensure lasting improvement. Further research is needed to assess the long-term retention of core competencies acquired through TBL, with particular attention to cooperative learning.