This study aimed to investigate the impact of implementing team-based learning (TBL) in postpartum nursing simulation practical education for nursing college students. Methods: The study design was a non-equivalent control group pretest-posttest quasi-experimental design. 128 nursing students divided into two groups: 61 in the experiment group and 67 in the control group. During the winter break in January 2023, students participating in simulation practicals were assigned to the control group, while students participating in simulation practicals during the regular semester (April 2023) were assigned to the experimental group, to prevent crossontamination between the groups due to experimental treatment. Both groups completed selfdministered questionnaires to assess self-directed learning abilities, collaborative self-efficacy, academic achievement, and learning satisfaction. Results: The experimental group showed significantly better compared to the control group, the experimental group showed higher levels of academic achievement and learning satisfaction. Conclusion: It was evident that TBL applied to postpartum nursing simulation practical education is a pedagogical teaching strategy that enhances academic achievement and learning satisfaction. It is necessary to develop and apply team-based simulation practical education not only for challenging obstetric cases but also for labor and delivery nursing, antepartum nursing, and other related areas in clinical practice.

Background: Team-based learning (TBL) strategy have been applied in various nursing education as focusing on what students doing in-class and how learning from their experience. The purpose of this study was to develop and apply the TBL approach to teach pain assessment and management for undergraduate nursing students. Methods: Pain management education using TBL was applied in fundamentals of nursing course and consisted of three sessions for 2nd year nursing students. For developing the TBL, instructors redesigned the course before starting the semester and collected the cases reports from clinical environment. TBL on pain management was then applied into fundamentals of nursing course for 3 weeks. After completion the TBL course, satisfaction and self-confidence were collected. Result: We designed activities in four different points of TBL course such as a) before class begins, b) preparation, c) readiness assurance, and d) application. In before class, students can be identified instructional goal of TBL and activities of each point of course with their team member. The scores of students’ satisfaction and self-confidence in learning were high. Most students were positively described their experience of TBL course on pain management. Conclusion: Based on this development process and application, TBL approach will be applicable in various nursing education for enhancing the knowledge and making a clinical decision of nursing students.

Purpose: The purpose of this study was to identify the difference in problem solving ability and learning flow by team based simulation learning depending on the level of metacognition of nursing students. Methods: This study was one group pre-posttest design. The subjects were 81 students enrolling in the simulation-based practice. Simulation learning included team based pre-discussion, taking a simulation and being debriefed during 4 weeks. Data were collected from May to June, 2015 using a structured questionnaire on metacognition, problem solving ability, and learning flow. Data were analyzed using SPSS win 20.0 program. Result: There were significant positive correlations between metacognition, problem solving ability, and learning flow. The student who had higher metacognition score than other group had scored problem solving ability and learning flow in pre and post program. Conclusion: These results suggest that metacognition has a positive effect on nursing students' learning outcomes. Therefore, it should be considered the metacognition in composing the team based simulation learning in nursing.

Purpose: The purpose of this study was to explore the first learning experiences of undergraduate nursing students in team based high-fidelity simulation. Methods: The participants in this study were 13 undergraduate students at a university in Korea. The students were place in a setting of high-fidelity simulation to manage neurological patients. Data were collected from August, 2013 to September, 2013, through in-depth interviews and were analyzed on the basis of Colaizzi’s phenomenological methodology. Results: Five essential themes were extracts that were as follows 1) Thoughts about patients through the training manikin 2) Feeling of being engaged in practical training 3) Recognition of the importance of the team and teammates 4) Evaluation and analysis of the education content 5) Prospects of improving the capacity for nursing practice. Conclusion: Although the students experienced simulation practicum for the first time, it was noticeable that they tried to actively utilize their theoretical knowledge on the training high-fidelity manikin during simulation practicum. Also, it was observed that they recognized the importance of cooperating with their teammates through team role-playing, assuming a professional attitude as a result. Furthermore, analysis on the content of the education and self-evaluation would help foster the capacity to provide total care for patients.

Purpose: The purpose of this study was to understand how team performance was related to team efficacy, interpersonal understanding, positiveness in problem solving, and class satisfaction, after applying simulation education using team based learning. Methods: Study objects were the students in C college who learn through simulation using team based learning for 4 weeks(March 2012 to June 2012). Team efficacy, interpersonal understanding, and positiveness in problem solving were developed by Kwon (2010). Class Satisfaction was developed by Kim (1998) and team performance was designed by professors. SPSS/WIN 21.0 was used for descriptive analysis, pearson correlation. Results: In this study, team performance score was related to interpersonal understanding (score=3.84, r=.620, p<.001), team efficacy(score=3.73, r=.510, p<.001), positiveness in problem solving(score=3.56, r=.468, p=.001), and class satisfaction(score=3.55, r=.448, p=.002), respectively. Conclusion: There findings indicate that there is a need to increase team efficacy,interpersonal understanding, positiveness in problem solving and class satisfaction to improve team performance of nursing students