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

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.

NCT Number	NCT07364994
Lead Sponsor	University of Modena and Reggio Emilia
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 +1 more
Enrollment	131 participants
Start Date	2023-09-15
Primary Completion	2024-04-22 (estimated)
Study Completion	2025-04-22 (estimated)
Updated on ClinicalTrials.gov	2026-01-27