Effectiveness of a Team-Based Learning Intervention on Evidence-Based Practice Competence Among Nursing Students.

Summary

The goal of this interventional study is to evaluate the effectiveness of a composite active learning strategy, integrating the Flipped Classroom model and Team-Based Learning (TBL), for improving Evidence-Based Practice (EBP) competence in second-year undergraduate nursing students.

The main questions it aims to answer are:

* Does the educational intervention significantly improve students' self-reported knowledge of EBP concepts?
* Does the educational intervention significantly improve students' self-reported skills in EBP processes (e.g., critical appraisal)?
* Does the educational intervention significantly improve students' attitudes towards EBP?

Participants, who were all second-year nursing students enrolled in a specific academic year, took part in a mandatory 64-hour EBP educational module. Their main tasks were:

* To complete a validated self-assessment questionnaire (the Evidence-Based Practice Competence Questionnaire, EBP-COQ) at baseline (March 2024) and immediately following the intervention (April 2024).
* To engage in the "Core EBP" module of the course (12 hours), which was delivered using a Team-Based Learning (TBL) strategy. This module comprised:
* Asynchronous individual preparatory study (Flipped Classroom phase) of provided scientific articles and lecture notes, conducted 1-2 weeks prior to each session.
* Participation in three in-person, 4-hour interactive sessions (12 contact hours total), following the structured TBL cycle of Readiness Assurance (iRAT and tRAT) and Team Application exercises.

Conditions

• Nursing Education in Evidence-Based Practice
• Active Learning Methods and Life-skills Education
• Evidence Based Nursing
• Evidence Based Programs in Schools
• Nursing Education
• Evidence Based Practice
• Education Advancement
• Education, Competency-Based
• Education, Nursing Students

Interventions

OTHER

Educational Intervention

A structured, credit-bearing educational module on Evidence-Based Practice (EBP) integrated into a 64-hour course. The experimental intervention specifically targets the 'Core EBP' component (12 contact hours), delivered exclusively via Team-Based Learning (TBL) by an experienced academic facilitator with expertise in nursing research and EBP education. The intervention follows the structured TBL cycle across three in-person sessions of 4 hours each: * Individual Preparation: Prior to sessions, students engage in self-directed study of preparatory scientific articles and lecture notes. * Readiness Assurance Process: Each session begins with an Individual Readiness Assurance Test (iRAT) followed by a Team Readiness Assurance Test (tRAT) with immediate feedback. * Appeals and Application: Following an appeals process, the majority of class time is dedicated to application-focused exercises where small, permanent teams solve complex clinical scenariosto support clinical decision-making.

Sponsors & Collaborators

• University of Modena and Reggio Emilia

  lead OTHER

Principal Investigators

• Paola Ferri, MSc · University of Modena and Reggio Emilia

• Teresa Peduto, MSc · Azienda Ospedaliero-Universitaria di Modena

• Angela Contri, PhD · University of Modena and Reggio Emilia

Study Design

Allocation

NA

Purpose

OTHER

Masking

NONE

Model

SINGLE_GROUP

Eligibility

Min Age

18 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2023-09-15

Primary Completion

2024-04-22

Completion

2025-04-22

Countries

• Italy

Study Locations