Effects of team-based learning on knowledge, teamwork perception and attitude toward learning to maternal and newborn nursing and midwifery courses

Abstract

This quasi-experimental study with a one-group pretest–posttest design aimed to examine the effects of Team-Based Learning (TBL) on the knowledge, teamwork perception, and attitudes of 40 third-year nursing students in the Maternal, Newborn, and Midwifery Nursing I course. The research instruments were validated for content validity by three experts, included an individual knowledge pretest and posttest (KR-20 = .72, p = .25–.57, r = .40–.70), a teamwork perception questionnaire (α = .85), and an attitude questionnaire toward the course (α = .84). The TBL intervention followed a structured process: pre-class preparation, in-class readiness assurance, and the application of knowledge through case study analysis covering pregnancy, labor, and postpartum periods, followed by a post-class evaluation. Data were analyzed using descriptive statistics and t-tests.

Findings revealed that mean Team Readiness Assurance Test (tRAT) scores were significantly higher than Individual Readiness Assurance Test (iRAT) scores (p < .001) across all phases, including pregnancy, labor, and postpartum periods. Additionally, the mean individual posttest knowledge scores for all three segments were significantly higher than pretest scores (p < .001). Students demonstrated a high level of teamwork perception ( = 3.28, SD = 0.07) and a high level of positive attitude toward the course ( = 3.93, SD = 0.69).