Scholarlink

Background <p>Developing<!--Query ID="Q1" Text="Please check if the article title is presented correctly. " Resolved="yes"--> research competence and self-efficacy is a core goal of graduate nursing education. However, traditional lecture-based instruction often fails to cultivate students’ ability to critically appraise, synthesize, and apply research evidence. This study aimed to design and evaluate a graduate-level literature seminar course based on the flipped classroom (FC) and team-based learning (TBL) pedagogies to enhance the research competence and research self-efficacy of nursing postgraduates.</p> Methods <p>A <!--Query ID="Q2" Text="Please check if affiliations is captured correctly. " Resolved="yes"-->quasi-experimental single-group pretest-posttest design was conducted among 124 master’s nursing students at Shanxi Medical University. The course integrated pre-class preparation, in-class collaboration, and post-class reflection across ten thematic units of nursing research. The Nursing Research Competence Self-Evaluation Scale and the Nursing Research Self-Efficacy Scale were administered before and after the intervention. Data were analyzed using paired-sample t-tests with SPSS 26.0.</p> Results <p>Both<!--Query ID="Q3" Text="Please confirm if the author names are presented accurately. " Resolved="yes"--> research competence and self-efficacy showed significant improvement after the course (<i>p</i> &lt; 0.001). The most important gains were observed in thesis writing, problem identification, and data processing abilities. Students also demonstrated higher confidence in theoretical research, resource acquisition, and collective research efficacy.</p> Conclusion <p>The FC-TBL-based literature seminar course effectively enhanced graduate nursing students’ methodological literacy, critical inquiry, and confidence in conducting scholarly research. This learner-centered model provides an innovative and evidence-informed framework for improving research education in postgraduate nursing curricula.</p> Clinical trial number <p>Not applicable.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Development and evaluation of a literature seminar course based on flipped classroom and team-based learning in the graduate nursing curriculum

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月14日

查看全文
  • Hong Qi,
  • Jingjing Ban,
  • Nana Wang,
  • Huimin Guo,
  • Yang Yang,
  • Shan Tang

摘要

Background

Developing research competence and self-efficacy is a core goal of graduate nursing education. However, traditional lecture-based instruction often fails to cultivate students’ ability to critically appraise, synthesize, and apply research evidence. This study aimed to design and evaluate a graduate-level literature seminar course based on the flipped classroom (FC) and team-based learning (TBL) pedagogies to enhance the research competence and research self-efficacy of nursing postgraduates.

Methods

A quasi-experimental single-group pretest-posttest design was conducted among 124 master’s nursing students at Shanxi Medical University. The course integrated pre-class preparation, in-class collaboration, and post-class reflection across ten thematic units of nursing research. The Nursing Research Competence Self-Evaluation Scale and the Nursing Research Self-Efficacy Scale were administered before and after the intervention. Data were analyzed using paired-sample t-tests with SPSS 26.0.

Results

Both research competence and self-efficacy showed significant improvement after the course (p < 0.001). The most important gains were observed in thesis writing, problem identification, and data processing abilities. Students also demonstrated higher confidence in theoretical research, resource acquisition, and collective research efficacy.

Conclusion

The FC-TBL-based literature seminar course effectively enhanced graduate nursing students’ methodological literacy, critical inquiry, and confidence in conducting scholarly research. This learner-centered model provides an innovative and evidence-informed framework for improving research education in postgraduate nursing curricula.

Clinical trial number

Not applicable.