Abstract

interpersonal understanding, and problem solving ability of nursing students with a non‐equivalent control group pretest‐posttest design. Subjects were senior nursing students enrolled in a simulation course. A total of 91 participants were divided into an experimental group (n = 44) and a control group (n = 47). The former consisted of teams of three to four students who experienced 15 sessions of team‐based simulation learning for 8 weeks, while the latter received sessions of individual simulation learning. A survey regarding team efficacy, interpersonal understanding, and problem solving ability was conducted for the two groups before and after the treatment. Collected data were analyzed using SAS 9.2. The experimental group with team‐based simulation learning exhibited a significant improvement in team efficacy after learning compared to the control group with individual simulation learning (t = 3.63, p ≤ 0.001). The level of interpersonal understanding also increased after learning for both experimental and control groups. The between‐group variation was insignificant. The level of problem solving ability was increased to a greater extent for the experimental group than the control group, while the increase for the experimental group was statistically significant (t = 3.43, p ≤0.001). Team‐based simulation learning was shown to be an effective learning method to enhance the team efficacy, interpersonal understanding, and problem solving ability of nursing students.