Cheng, Winnie Lai SheungWinnie Lai SheungChengTang, A. C. Y.Suen, L. K. P.Wong, J. S. W.Chan, S.Luk, K. K. H.Kwan, R. Y. C.2025-05-022025-05-022024https://repository.sfu.edu.hk/handle/sfu/4709Background: Competence in multidisciplinary collaboration is an essential attribute of nurses working in community health settings. Nursing students should be equipped with this attribute during undergraduate training. Aim: To examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students. Methods: A one-group pretest-posttest study. Nursing students worked in multidisciplinary groups to conduct community projects framed with CBL. The students designed, planned, and implemented health promotion activities for the selected health topics over a 14-week semester. Multidisciplinary collaboration was measured by Collaboration Scale at baseline and after the projects were completed. Wilcoxon signed-rank test was used to compare the total and subdomain collaboration scores within-group. p-value <0.05 was statistical significance. Results: The total and subdomain collaboration scores were significantly greater than those of the pretest ones (p<0.001), with the effect sizes (r) ranging from 0.48 to 0.71. Conclusions: The present findings shed light on the potential positive effect of CBL on strengthening nursing students’ competence in multidisciplinary collaboration. Future studies with a more rigorous approach are needed to verify the findings.enjournal article10.1016/j.teln.2024.06.001