Team-based learning effectiveness in a basic nursing science pathology class

Objectives This study aimed to confirm the effects of applying the team-based learning method on self-directed learning ability, achievement motivation, learning attitude, and communication skills in basic nursing courses. Methods The participants in this study were 78 second-year nursing students enrolled in pathology classes, and the study utilized a one-group pretest-posttest design to assess the effects of applying the team-based learning method over six weeks. Data analysis was conducted using SPSS-WIN 26.0, with the reliability of the scales calculated using Cronbach’s α. The general characteristics of the participants were analyzed using frequencies and percentages, and the effectiveness of the team-based learning method on the dependent variables was assessed using paired t-tests. Results After applying the team-based learning method, self-directed learning ability (t = -2.878, p = .005) showed a statistically significant improvement. Among the subdomains of achievement motivation, the adventurous spirit (t = -3.329, p = .001) also improved significantly. Additionally, in the learning attitude subdomain, the self-concept regarding subjects (t = -3.737, p < .001) improved significantly. However, there was no statistically significant difference in communication skills. Conclusions The team-based learning method has been shown to help improve self-directed learning ability in nursing students studying foundational courses. Future research is recommended to confirm its effectiveness across various departments and academic years.