Effectiveness of a Team-Based Learning Intervention on Evidence-Based Practice Competence Among Nursing Students.

NCT07364994 | Completed

• 1 other identifier: FINE-EU-2026
• Study Type: interventional
• Target: 131
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this interventional study is to evaluate the effectiveness of a composite active learning strategy, integrating the Flipped Classroom model and Team-Based Learning (TBL), for improving Evidence-Based Practice (EBP) competence in second-year undergraduate nursing students. The main questions it aims to answer are:

• Does the educational intervention significantly improve students' self-reported knowledge of EBP concepts?
• Does the educational intervention significantly improve students' self-reported skills in EBP processes (e.g., critical appraisal)?
• Does the educational intervention significantly improve students' attitudes towards EBP? Participants, who were all second-year nursing students enrolled in a specific academic year, took part in a mandatory 64-hour EBP educational module. Their main tasks were:
• To complete a validated self-assessment questionnaire (the Evidence-Based Practice Competence Questionnaire, EBP-COQ) at baseline (March 2024) and immediately following the intervention (April 2024).
• To engage in the "Core EBP" module of the course (12 hours), which was delivered using a Team-Based Learning (TBL) strategy. This module comprised:
• Asynchronous individual preparatory study (Flipped Classroom phase) of provided scientific articles and lecture notes, conducted 1-2 weeks prior to each session.
• Participation in three in-person, 4-hour interactive sessions (12 contact hours total), following the structured TBL cycle of Readiness Assurance (iRAT and tRAT) and Team Application exercises.

Conditions

Nursing Education in Evidence-Based Practice; Active Learning Methods and Life-skills Education; Evidence Based Nursing; Evidence Based Programs in Schools; Nursing Education; Evidence Based Practice; Education Advancement; Education, Competency-Based; Education, Nursing Students

Keywords

Evidence-Based Practice; Nursing Education; Curriculum; Learning; Problem-Based Learning; Team-Based Learning; Flipped Classroom; Critical Thinking; Competency-Based Education; Active Learning; Self Efficacy

Outcome Measures

Primary Outcomes (1)

• Overall Evidence-Based Practice Competence Score

  The overall competence in Evidence-Based Practice (EBP) is measured using the validated Italian version of the Evidence-Based Practice Competence Questionnaire (EBP-COQ). This is a self-reported questionnaire consisting of 25 items rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). The Overall Score is calculated as the sum of the scores from all 25 items. Total Score Range: 25 - 125. A higher total score indicates a higher self-perceived competence in EBP. The change in the Overall Score from baseline (T0) to post-intervention (T1) is the primary outcome.

  Baseline (T0, pre-intervention) and Post-intervention (T1, at the completion of the educational module, approximately 2 months after baseline).

Secondary Outcomes (3)

• EBP Attitude Domain Score

  Baseline (T0, pre-intervention) and Post-intervention (T1, at the completion of the educational module, approximately 2 months after baseline).

• EBP Skills/Competence Domain Score

  Baseline (T0, pre-intervention) and Post-intervention (T1, at the completion of the educational module, approximately 2 months after baseline).

• EBP Knowledge Domain Score

  Baseline (T0, pre-intervention) and Post-intervention (T1, at the completion of the educational module, approximately 2 months after baseline).

Study Arms (1)

EBP Educational Intervention Arm

EXPERIMENTAL

Single cohort of second-year nursing students receiving the composite educational intervention.

Other: Educational Intervention

Interventions

Educational Intervention OTHER

A structured, credit-bearing educational module on Evidence-Based Practice (EBP) integrated into a 64-hour course. The experimental intervention specifically targets the 'Core EBP' component (12 contact hours), delivered exclusively via Team-Based Learning (TBL) by an experienced academic facilitator with expertise in nursing research and EBP education. The intervention follows the structured TBL cycle across three in-person sessions of 4 hours each: * Individual Preparation: Prior to sessions, students engage in self-directed study of preparatory scientific articles and lecture notes. * Readiness Assurance Process: Each session begins with an Individual Readiness Assurance Test (iRAT) followed by a Team Readiness Assurance Test (tRAT) with immediate feedback. * Appeals and Application: Following an appeals process, the majority of class time is dedicated to application-focused exercises where small, permanent teams solve complex clinical scenariosto support clinical decision-making.

Also known as: Composite Flipped Classroom and Team-Based Learning (FC-TBL) Programme for EBP

EBP Educational Intervention Arm

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Being a Nursing Student
• Enrolled as a second-year student in the Bachelor of Nursing degree at the study site (University of Modena and Reggio Emilia, Modena campus) for the 2023-2024 academic year.
• Attended the first lecture of the course where the study was presented (or were otherwise fully informed about it).
• Provided written informed consent to participate in the research.

You may not qualify if:

• Not formally enrolled in the second year of the Nursing programme at the study site for the 2023-2024 academic year.
• Had already obtained recognition/validation of the academic credit for the specific Evidence-Based Practice (EBP) course unit before the study began.
• Were absent for the entire duration of the EBP educational module.
• Declined to give informed consent to participate in the research.

Sponsors & Collaborators

• University of Modena and Reggio Emilia: lead

Study Sites (1)

University of Modena and Reggio Emilia

Modena, Missouri, 41125, Italy

Location

Related Publications (29)

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MeSH Terms

Interventions

Early Intervention, Educational

Intervention Hierarchy (Ancestors)

Child Health Services; Community Health Services; Health Services; Health Care Facilities Workforce and Services; Preventive Health Services

Study Officials

• Paola Ferri, MSc

  University of Modena and Reggio Emilia

  PRINCIPAL INVESTIGATOR

• Teresa Peduto, MSc

  Azienda Ospedaliero-Universitaria di Modena

  STUDY CHAIR

• Angela Contri, PhD

  University of Modena and Reggio Emilia

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor MEDS-24/C General, Clinical, Pediatric, Obstetric-Gynecological, and Neonatal Nursing Sciences Chair of the Nursing Degree Program in Modena

Model Details: Quasi-experimental, single-cohort, pre-test/post-test design. All participants received the composite educational intervention (Flipped Classroom + Team-Based Learning). There was no concurrent control group.

Study Record Dates

• First Submitted: January 15, 2026
• First Posted: January 23, 2026
• Study Start: September 15, 2023
• Primary Completion: April 22, 2024
• Study Completion: April 22, 2025
• Last Updated: January 27, 2026

Record last verified: 2025-12

Data Sharing

• IPD Sharing: Will not share

Locations

IT (1)