Developing research competence and self-efficacy is a core goal of graduate nursing education. However, traditional lecture-based instruction often fails to cultivate students’ ability to critically appraise, synthesize, and apply research evidence. This study aimed to design and evaluate a graduate-level literature seminar course based on the flipped classroom (FC) and team-based learning (TBL) pedagogies to enhance the research competence and research self-efficacy of nursing postgraduates. A quasi-experimental single-group pretest-posttest design was conducted among 124 master’s nursing students at Shanxi Medical University. The course integrated pre-class preparation, in-class collaboration, and post-class reflection across ten thematic units of nursing research. The Nursing Research Competence Self-Evaluation Scale and the Nursing Research Self-Efficacy Scale were administered before and after the intervention. Data were analyzed using paired-sample t-tests with SPSS 26.0. Both research competence and self-efficacy showed significant improvement after the course ( p < 0.001). The most important gains were observed in thesis writing, problem identification, and data processing abilities. Students also demonstrated higher confidence in theoretical research, resource acquisition, and collective research efficacy. The FC-TBL-based literature seminar course effectively enhanced graduate nursing students’ methodological literacy, critical inquiry, and confidence in conducting scholarly research. This learner-centered model provides an innovative and evidence-informed framework for improving research education in postgraduate nursing curricula. Not applicable.
Qi et al. (Sat,) studied this question.