Student Perceptions of Team Learning in Nursing Education

Feingold, Carol; Cobb, Martha D.; Givens, Raquel Hernandez; Arnold, Joanna; Keller, Jill Leslie; Joslin, Sarah

doi:10.3928/01484834-20080501-03

Cited by 58 publications

(52 citation statements)

References 15 publications

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“…36 The authors replaced 6 of 14 traditional lectures with team-based learning sessions following the principles of Michaelsen and colleagues. 9 The instructors evaluated student engagement in the classroom using the STROBE classroom observation tool by trained observers.…”

Section: Nursingmentioning

confidence: 99%

Team-Based Learning in Pharmacy Education

Ofstad

Brunner

2013

American Journal of Pharmaceutical Education

152

114

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Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed.

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Section: Nursingmentioning

confidence: 99%

Team-Based Learning in Pharmacy Education

Ofstad

Brunner

2013

American Journal of Pharmaceutical Education

152

114

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“…Nursing students engaged in shared learning opportunities and reported thinking about the course material more deeply compared to other students in the conventional courses using memorization or rote learning. Team learning was evaluated among baccalaureate nursing students with the STROBE Classroom Observation Tool to measure levels of student engagement during various classroom activities [40] . Students in team-learning environments were on task more than 50% of the class time, and engaged in instructional activity 84% of the time.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

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Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

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“…Despite the benefits that TRA delivers from the academic and student perspective, little research has been carried out to explore how module content delivered in this format is experienced from the student perspective (Feingold et al 2008). Certainly, when considering the domain of Computer Science, there do not appear to be any published studies that consider the student perspective of TRA compared with other modes of delivery.…”

Section: Introductionmentioning

confidence: 99%

Team-taught versus individually taught undergraduate education: a qualitative study of student experiences and preferences

Money

Coughlan

2016

High Educ

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Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic analysis of the interview data identified the perceived advantages and disadvantages of each mode of teaching. The advantages of individually taught courses included: consistency of content delivery and advice, familiarity with the lecturer's teaching style and better continuity of the subject content. The disadvantage of individually taught modules included missing knowledge, compared to a team approach. Advantages of team-taught modules included: greater insight into a topic delivered by multiple team members. Disadvantages included: content overlap, conflicting messages relating to assessment, team members not taking ownership of their roles and responsibilities and a belief that overall team failure is worse than individual failure to deliver a module well. The results revealed that individually taught modules were generally preferred to team-taught modules. A set of best practice recommendations are proposed to address the challenges when delivering team-taught teaching and become more student focused.

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Student Perceptions of Team Learning in Nursing Education

Cited by 58 publications

References 15 publications

Team-Based Learning in Pharmacy Education

Team-Based Learning in Pharmacy Education

Exploring nursing student engagement in the learning environment for improved learning outcomes

Team-taught versus individually taught undergraduate education: a qualitative study of student experiences and preferences

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