title: Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.
abstract: BACKGROUND
  Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes.
  
  
  OBJECTIVE
  To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students.
  
  
  METHODS
  Randomized controlled trial.
  
  
  METHODS
  63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31).
  
  
  METHODS
  The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit.
  
  
  RESULTS
  After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001).
  
  
  CONCLUSIONS
  This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended.
authors.affiliation: Honam University, Department of Nursing, Gwangju, South Korea. Electronic address: rahn00@hanmail.net.
authors.forename: Hae-Ran
authors.initials: HR
authors.lastname: Kim
authors.affiliation: Kyungpook National University, College of Nursing, Daegu, South Korea. Electronic address: asansong@knu.ac.kr.
authors.forename: Yeoungsuk
authors.initials: Y
authors.lastname: Song
authors.affiliation: University of Minnesota, School of Nursing, Minneapolis, MN, USA. Electronic address: lindq002@umn.edu.
authors.forename: Ruth
authors.initials: R
authors.lastname: Lindquist
authors.affiliation: Chosun University, Department of Nursing, 309 Pilmun-daero, Dong-gu, Gwangju, South Korea. Electronic address: moohykang@naver.com.
authors.forename: Hee-Young
authors.initials: HY
authors.lastname: Kang
mesh_terms: D000328:Adult; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D018794:Problem-Based Learning / Q000379:methods*; D056910:Republic of Korea; D013338:Students, Nursing / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires; D055815:Young Adult
keywords: Clinical performance; Learning outcomes; Problem-solving ability; Team based learning