Use of Team-Based Learning in a Nursing Leadership Course (original) (raw)
Related papers
2017
Background: Team based learning is a student centered, active learning method, requiring less faculty time. TBL foster a deeper understanding of content and facilitating the application of concepts in complex situations. The aim of the study: was to assess the effect of team based learning on the performance of nursing students in Nursing Administration course. Subjects & Methods: Research design: A quasi experimental design was used. Setting: faculty of nursing, Zagazig University. Subjects: all nursing students in fourth year (n=304) divided into control and study groups. Tools of data collection: Four tools were used for data collection; readiness assurance test, team based learning assessment instrument, classroom engagement survey, and clinical evaluation checklist. Results: Results revealed that the highest percent of students had accountability and satisfaction with team based learning 90.8% & 93% and majority of them (90%) preferred TBL. The students’ scores of engagement an...
Comparison of pre-licensure BSN student outcomes between team-based and traditional learning methods
2021
Background: The increased complexity of healthcare systems requires nurses to have a different skillset, largely not provided in today's nursing curricula. Team-based learning is one possible teaching strategy believed to increase nurses' critical thinking and teamwork self-efficacy. Currently, there is insufficient objective data available that demonstrates improved academic performance and perceptions of teamwork skills in pre-licensure Bachelor of Science in Nursing students. Purpose: The purpose of this study is to compare the effects of team-based learning and traditional lecture-format teaching strategies among pre-licensure Bachelor of Science in Nursing students in a Foundations of Nursing Practice course. Theoretical Framework: Vygotsky's social constructivism and Tuckman's group development model provided the framework for this study. Methods: A quasi-experimental design was used to collect data from a convenience sample of 79 nursing students. Data from a demographic questionnaire, two unit exams, a modified Healthcare Team Questionnaire, and the Team-Based Learning Student Assessment Instrument were analyzed. Hypotheses were tested using an independent group t-test, a paired t-test and the Pearson correlation coefficient. Results: There were no statistically significant differences in academic performance, teamwork self-efficacy, and teamwork skills between the two groups. Student participants who experienced team-based learning had higher perceived accountability, satisfaction, and an overall learning experience (p < .05) when compared with those who experienced traditional lecture-format teaching. Conclusions: The study contributes further objective information to what is currently known about the effects of team-based learning in pre-licensure student nurses. The results inform nurse educators that team-based learning may heighten students' learning experiences in terms of accountability and satisfaction, while not jeopardizing their academic performance or perceptions about working in teams. xiv
Team Teaching in Nursing Education
The Journal of Continuing Education in Nursing, 2018
Team teaching is used to describe a broad array of teaching configurations that offer benefits to students that cannot be duplicated by a single educator. Although articles and books have been written to describe team teaching in other fields, little has been written about team teaching in nursing. In a field with clinical application, team teaching offers more richness in perspective when there are two complimentary educators teaching the content. The opportunity to learn from a colleague, while guiding students, is an added benefit of team teaching. We are in an era of competition for employees and students, so institutions with a reputation for creating a commitment to learning have an advantage. Students who have the benefit of a strong team to guide their learning are more often positive ambassadors for their institution. The purpose of this article is to provide an overview of team teaching as experienced by two nurse educators. J Contin Educ Nurs. 2018;49(4):186–192.
Flipping the Classroom With Team-Based Learning in Undergraduate Nursing Education
Nurse Educator, 2015
This article describes the use of team-based learning (TBL) within a flipped classroom setting in an undergraduate nursing course. TBL facilitates active learning through the use of small group, classroom activities. Students used classroom time to solve problems while developing important professional competencies. A preclass PowerPoint lecture with narration, a component of the flipped classroom, was added to address student feedback. Despite mediocre course evaluations, improved student performance on the final course examination was noted.
Nurse education today, 2017
The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers p...
2020
The aim of this paper is to describe the implementation process of the TeamSTEPPS® intervention in the education of Bachelor of Nursing students Results. The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®) program was implemented in three phases according to an implementation plan built on seven of Kotter's eightstep model for leading change. The rst phase consisted of establishing a sense of urgency to implement team training in the education program, establishing a change team and creating a vision and plan for implementation of the program as well as providing information and training for faculty. The second phase consisted of the various team training activity as lectures, videos, and posters in the simulation environment and learning platform that were introduced to students. The goal of the third phase was to consolidate the teamwork skills for retention and to challenge students to use the teamwork skills in more complex situations. The trial registration number is ISRCTN 19311225. The trial was registered retrospectively, with the registration date May 28, 2020.
Medical Teacher, 2013
Background: Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions education. Methods: A peer-reviewed systematic review protocol was registered with the Best Evidence in Medical Education (BEME) organization. After comprehensive literature searching, title and full-text review were completed by two independent reviewers. Included studies assessed TBL and a valid comparator in health professions. Included studies were assessed for methodological quality by two independent reviewers. Studies were categorised by outcomes using the Kirkpatrick framework. Results: Of 330 screened titles, 14 were included. Seven studies reported significant increase in knowledge scores for the TBL group, four reported no difference and three showed improvement but did not comment on statistical significance. Only one study reported significant improvement in learner reaction for the TBL group while another study reported a significant difference favouring the comparator. Conclusions: Despite improvement in knowledge scores, there was mixed learner reaction. This may reflect the increased demands on learners in this student-centred teaching strategy, although further study is needed.
Team Based Learning as an Instructional Strategy: A Comparative Study
The New Educational Review, 2017
The use of Team Based Learning (TBL) as an instructional strategy in undergraduate health science curricula has been identified as a way to improve student learning outcomes� However, comparative studies of the use of TBL in business subjects in different countries are rare� This research is a first step to provide comparative quantitative empirical evidence for the usefulness of TBL, leading to continuous improvement in the learning process� It compares the results of Indonesian and Australian students in two different business classes� The finding reveals that TBL has some usefulness in enhancing student learning outcomes in business subjects�
Interdisciplinary Journal of Virtual Learning in Medical Sciences, 2016
Introduction: Team-based learning is one of the methods concerned in medical education. Teaching and learning have some principles known as Merrill's first principles that are a basis for effective education. This study examined the effect of using team-based learning combined with Merrill's Principles on achieving learning objectives in nursing students. Methods: This was a semi-experimental, applied research that used pretest-posttest design with a control group. The statistical population included all undergraduate students of Ardebil University of Medical Sciences, Meshkin Shahr campus, in 2015-2016. The sample group comprised a class of nursing students selected by convenience sampling method (n = 47). The subjects were divided into two groups of control (n = 23) and test (n = 24) using simple random allocation. A pretest was given to both groups prior to the implementation of the training. Then, the intended plan was executed for 5 weeks and at the end, a posttest was administered. The data were analyzed by applying covariance analysis test using SPSS version 20. Results: The results showed that the learning objectives scores in the test group increased from 2.68 and 1.31 to 17.83 and 12.16 for remembrance and application levels, respectively, while the increments were not significant in the control group. In other words, there was a significant difference in the achievement of learning objectives between the test and control groups (P < 0.001), implying that the test group had better learning. Conclusions: By using team-based learning combined with Merrill's First Principles, we can improve learning objectives achievements.