The COVID-19 pandemic forced many institutions to move Team-Based Learning (TBL) to an online format. The primary aim of this study is to examine the performance of undergraduate nursing students on team Readiness Assurance Test (tRAT) and individual Readiness Assurance Test (iRAT) during online TBL. The secondary aims are to evaluate the students’ attitudes and their accountability, preferences and satisfaction with online TBL. The study employed a one-group pretest-posttest quasi-experimental design. The primary outcome was evaluated by comparing the students’ average scores in the tRAT versus the iRAT in each online TBL session. The secondary outcomes were evaluated through a structured questionnaire and the Team-Based Learning Student Assessment Instrument (TBL-SAI). A statistically significant improvement was identified between tRAT and iRAT performances in all online TBL sessions (p<0.001). Students’ satisfaction with team experience showed a statistically significant increase (p=0.003). Participants considered the peer evaluation to be fair (p<0.001), although it didn’t encourage them to study more (p=0.028). Finally, students felt they were able to make the right decisions (p<0.001). The mean scores for accountability (m=30±3.7) and preferences for TBL (m=51.8±6.3) were higher than their neutral values (n=24; n=48). Students’ satisfaction was neutral (m=27.8±5, n=27). In online TBL, teamwork has improved individual performances and has been appreciated by the participants. The online TBL had a positive effect on the accountability of students who preferred it to frontal lectures. (www.actabiomedica.it)

The COVID-19 pandemic has required a rapid reorganization of clinical training and supervision models for nursing education. The aim of this study was to compare students' levels of perception of the quality of the Clinical Learning Environment (CLE) using two different clinical supervision models. A comparative design was implemented. A convenience sample of second and third-year undergraduate nursing students (n=127) in clinical training in the 2018/2019 Academic Year (AY) received the usual nursing staff supervision model, while during the COVID-19 pandemic in the following year, they (n=69) received an individualized supervision model. Data were collected using three instruments: the Clinical Learning Environmental Quality Evaluation Index (CLEQI); the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T); and a socio-demographic tool. The mean total scores of both scales had increased in the second survey (CLEQI: M=57.88±11.8 vs. M=60.88±9.3, p=0.035; CLES+T: M=148.4±23.3 vs. M=154.5±21.9, p=0.037). The nursing students reported high levels of CLE quality with both supervision models, even though the individualized supervision model was rated significantly higher by the students than the staff supervision model. Students supported by a personal supervisor during clinical training had a more positive experience and rated the quality of the tutorial strategies, learning opportunities, safety and nursing care, leadership style of the ward manager and overall CLE more highly.

Develop and validate a scale that measures nursing students' self-efficacy (SE) in performing core clinical skills typically acquired during undergraduate clinical placements. Student perceptions of SE can enhance motivation, foster improvement and serve as a robust predictor of academic achievement. For nursing students, success relies not only on theoretical knowledge but also on performing core clinical skills, usually acquired during undergraduate clinical placements. Therefore, it is necessary to assess students' SE in clinical skills. A multicenter, cross-sectional, descriptive, validation study. We developed the Nursing Student Self-Efficacy in Clinical Skills Scale (NSSE-CS) and conducted an Exploratory Factor Analysis (EFA) to evaluate its construct validity. An online survey was administered to third-year nursing students at the end of their final clinical placements in October 2024. Overall, 393 nursing students from five universities across Italy completed the survey. EFA revealed four factors for the 48-item NSSE-CS: "Fundamental care", "Assessment and planning", "Low-complexity care" and "High-complexity care". SE scores were positively correlated with the frequency of practicing core skills during placements. SE was also significantly associated with gender, nationality, university affiliation and completion of the clinical placement examination. The omega composite reliability was good (ω =.98). The NSSE-CS is a valid and reliable instrument for assessing third-year nursing students' SE in clinical skills. By encouraging students to reflect on their own SE, nurse educators can provide more targeted support and tailored learning opportunities, helping students effectively master core clinical skills.

Background/Objectives: Team-based learning is an educational strategy that promotes active learning and student engagement through structured team activities. It contrasts with traditional teaching models by emphasizing student preparation and collaboration. The TBL-SAI is a reliable and valid instrument designed to evaluate students’ attitudes towards TBL, assessing dimensions such as accountability, preference for lecture or team-based learning, and satisfaction with TBL. Validating the TBL-SAI in different languages ensures its applicability and accuracy in diverse educational contexts, supporting the global adoption of TBL methodologies. Thus far, no Italian validation of this tool has been performed. The aim of this study is to validate the Italian version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) among nursing students. Methods: A methodological-driven translation process and a cross-sectional study design were used. The study was conducted from November 2022 to March 2023 and involved 202 nursing students from the University of Modena and Reggio Emilia (Italy). Convenience sampling was employed to recruit participants who had experienced at least one TBL session during the academic year 2022/2023. The validation process included translation, back-translation, and expert panel review, followed by a pilot test to ensure clarity and comprehension. Data were collected using the self-administered TBL-SAI. The responses were analyzed using Exploratory Structural Equation Modeling (ESEM) to assess the scale’s validity and McDonald’s ω to evaluate internal consistency. Results: The ESEM results supported the validity of the Italian TBL-SAI, maintaining the factor structure proposed in the original instrument. The model fit indices indicated a good fit (χ2(318) = 384.097, p = 0.0065; RMSEA = 0.032; CFI = 0.974; TLI = 0.957). McDonald’s ω values exceeded 0.70 for all factors, confirming adequate internal consistency. Conclusions: This study successfully validated the Italian version of the TBL-SAI, demonstrating its reliability and validity for assessing perceptions of TBL among Italian undergraduate nursing students. However, future studies should employ Confirmatory Factor Analysis to further test the proposed factor structure and explore the instrument’s applicability in various educational settings. The validated TBL-SAI is recommended for use in evaluating students’ attitudes towards TBL, providing actionable feedback for educators to improve teaching methods and integrate TBL methodologies effectively.