Integrating team-based learning with high-fidelity simulation: Experience of nursing students

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Abstract
Background: Team-based learning (TBL) and high-fidelity simulation (HFS) enable students to put theoretical knowledge into practice. The growing complexity of healthcare education has brought attention to the need for interactive learning methods underscoring their role in addressing the theory-practice gap. Acknowledging this necessity can guide curriculum design and improve the learning process for nursing students. Aim: This research assesses how combining TBL and HFS affects nursing students’ accountability and satisfaction. Setting and Design: A cross-sectional research design was employed to gather data from 3 rd -year undergraduate nursing students enrolled in a maternity course. Materials and Methods: The research utilized the TBL Student Assessment Instrument alongside a questionnaire regarding student satisfaction and self-confidence. Information was gathered following initial reading, readiness assurance tests at both individual and team levels, and HFS with the Noelle birthing manikin during the application phase. Statistical Analysis: Descriptive statistics and multiple regression analysis were used with student satisfaction as the dependent variable to explore predictors. Results: Findings showed that 72.2% and 69.4% of students firmly believed that pre-class preparation greatly improved their team participation and memory retention. Whereas 63.9% felt that traditional instructor-led activities were less effective than TBL. Moreover, 69.4% agreed that the teaching methods used in HFS were effective, which differs from the traditional instructor-led approach. In addition, 55.6% preferred collaborating on defining learning objectives. Regression analysis revealed that self-confidence in HFS and the perceived impact of TBL on academic performance were significantly associated with student satisfaction ( P < 0.001). Conclusions: Integrating TBL with HFS fosters a collaborative and engaging learning environment, positively influencing nursing students’ self-reported satisfaction, accountability, and self-confidence. These findings underscore the importance of innovative teaching approaches in bridging the theory-practice gap in nursing education.

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