Related Experiment Video
Updated: Aug 12, 2025
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
Published on: January 15, 2017
The efficacy of team-based learning in developing the generic capability of problem-solving ability and critical
Monly Man-Yee Yeung1, John Wai-Man Yuen2, Joanne Man-Ting Chen1
1School of Health Sciences, Caritas Institute of Higher Education, Tseung Kwan O, N.T., Hong Kong Special Administrative Region.
Background:
The gaps between employers' expectations, theory and practice are the most prominent and universal issues in nursing education. New graduate nurses seem to be academically equipped but cannot integrate their knowledge into practice as they enter the clinical settings. Employers expressed limited critical thinking skills are a common problem among new graduate nurses.
Objectives:
To examine the efficacy of team-based learning (TBL) in developing problem-solving ability and critical thinking skills among nursing students and to identify the strategies used and obstacles to TBL in nursing education.
Design:
Systematic review (SR) of experimental and quasi-experimental studies.
Database Sources:
A thorough database search was done on 19 April 2022 with four electronic databases: Academic Search Premier, CINAHL Complete, ERIC, Medline/PubMed. Eligible studies from the 1990s to 2022 were selected according to the inclusion and exclusion criteria of this SR.
Review Methods:
The PRISMA 2020 guideline was applied in this SR. The JBI Critical Appraisal Checklists were used to evaluate the quality of the selected studies. Four reviewers participated in the review process to ensure rigour and credibility of the study.
Result:
The six studies reviewed included one randomised control trial, one crossover study, and four quasi-experimental studies. Two studies assessed the effectiveness of TBL in developing critical thinking skills and had shown in favour of TBL with statistically significant differences. Five studies evaluated the effectiveness of TBL in enhancing problem-solving ability. Three of five studies showed favour in TBL groups. The teaching strategies and obstacles in TBL use in nursing education were identified.
Conclusion:
TBL may be considered a potential active-learner-centred approach to develop critical and problem-solving skills in nursing education. Further research is needed to identify the optimal duration of implementing TBL to develop nursing students' critical thinking skills and problem-solving abilities.
Related Concept Videos
01:24Critical Thinking I
01:25Critical Thinking II
01:13Patient-centered Care
01:19Critical Thinking
Colleges and universities are...
01:24Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
01:21Cognitive Learning
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...