Relationship of a Team-based Learning Using Cardiac Arrest Simulation and Learning Competency in Nursing Students: Comparison of High Self-efficacy Group with Low Self-efficacy Group

The purpose of this study was to investigate the relationship of a team based learning and learning competencies in junior nursing students according to the level of self-efficacy. Methods: This was a comparative study. Subjects were a total of 80 junior nursing students and divided into two groups (high self-efficacy vs. low self-efficacy). Students were assigned to teams of five or six individuals before the beginning of the course and remained in these teams for the end of course. The data were collected from August 5 to September 13, 2019 through online survey program. Team based learning was a 4-session simulation education related to cardiac arrest scenarios and consisted of one lecture session about cardiac arrest and three simulation practice sessions. Data of 50 subjects were analyzed by chi-square test and t-test to compare demographic characteristics and outcome variables using SPSS win 25.0 program. Results: There were significant differences in self-efficacy (t = 3.16, p = 0.003), team efficacy (t = 3.13, p = 0.003), and self-directed leaning (t = 2.64, p = 0.011) between the two groups. However, critical thinking was showed no significant difference (t = 1.69, p = 0.098). Conclusions: This results showed that a team based learning was more helpful for nursing students with low self-efficacy than for those with high self-efficacy. It is necessary to consider the level of self-efficacy of students to design the team based learning class.