The impact of a team-based learning group readiness assurance test on nursing students? problem solving, learning satisfaction, and team efficacy: A crossover study

Background: Team-based learning in nursing education has shown higher rates of students that meet the learning outcomes in problem-solving. But students claim team-based learning has its drawbacks, and that the readiness assurance test takes too much time. Therefore, it is necessary to examine how the group readiness assurance test in team-based learning effects student?s educational outcomes. Objectives: This study was conducted to investigate the effects of the group readiness assurance tests on nursing students? problem solving, learning satisfaction, and team efficacy. Design & method: This study used a crossover study design. The researchers conducted their study in team-based learning classes at a Korean university. The classes were conducted for eight weeks with nursing majors. In total, 194 students in their third year participated. Students received two different treatments: with and without a team test. The washout period was four weeks. Results: There was no statistically significant difference in nursing students? problem solving (t = 0.41, p = .679), learning satisfaction (t = 0.80, p = .420), or team efficacy (t = 1.20, p = .228) depending on the presence or absence of a team test. Conclusions: When using team-based learning with nursing students, instructors should consider whether to conduct group readiness assurance tests are an efficient educational intervention and if they achieve the expected educational goals.