Team-based learning: Application in undergraduate baccalaureate nursing education

Abstract

Objective: The aim of the study was to determine the efficacy of Team-based Learning (TBL) in an undergraduate nursing course with regard to the outcomes of academic performance (Health Education Systems Incorporated [HESI R ] Management exam) and self-reported measures of critical thinking, leadership and management skills, overall course ratings, accountability to learning, preference for lecture or TBL, and learner satisfaction with TBL. Methods: In a quantitative, quasi-experimental post-test study, 221 undergraduate senior nursing students participated in the TBL course or a traditional instructor-led control course. In both courses, academic performance was measured by the HESI R Management scores; critical thinking, leadership and management skills, and overall course experience were measured using an online survey. In the TBL course, accountability to learning, preference for lecture or TBL, and learner satisfaction was measured with the Team-Based Learning Student Assessment Instrument. Results: When compared to lecture, TBL learners scored significantly higher on the HESI R Management exam and reported significantly higher critical thinking, leadership and management skills and better overall course experience ratings (p ≤ .01). TBL learners reported moderate to high levels of accountability, higher preference for TBL than lecture, and satisfaction with TBL. Total scores indicated moderate to high levels of favorable experiences with TBL. Conclusions: Results indicate TBL is an acceptable and efficacious instructional strategy in undergraduate nursing students. To control for extraneous factors and limit confounding, future research should evaluate the impact of TBL via a randomized control trial.

Aprendizaje basado en equipos en un curso de Ingeniería en Educación Superior

“…Esta se compone de ocho reactivos en escala de estimación Likert donde 1: Totalmente en desacuerdo, 2: En desacuerdo, 3: De acuerdo, 4: Totalmente de acuerdo. Fue adaptada a partir de abundante revisión de literatura (Bouw, Gupta y Hincapie, 2015;Branson, Boss y Fowler, 2015;Haidet, Kubitz y McCormack, 2014;Vasan, DeFouw y Compton, 2009) y sometida a revisión por cuatro expertos.…”

“…Fuente: Elaboración propia con material adaptado de Bouw et al (2015), Branson et al (2015), Haidet et al (2014) y Vasan et al (2009)…”

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

“…A meta-analysis showed significantly increased standardised mean differences (SMD) in theoretical examination scores and learning skills for various medical school subjects in China [ 18 ]. Similarly, a study [ 19 ] was conducted using a pre/post-test design to compare grade outcomes of a lecture-based course conducted over a regular semester with the same course taught over a summer semester using TBL, with nursing students in the United States of America (USA). Academic outcomes were significantly better by nearly 7% in the TBL course when assessed using a national standardised examination.…”

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

“…A meta-analysis showed signi cantly increased standardised mean differences (SMD) in theoretical examination scores and learning skills for various medical school subjects in China [18]. Similarly, a study [19] was conducted using a pre/post-test design to compare grade outcomes of a lecture-based course conducted over a regular semester with the same course taught over a summer semester using TBL, with nursing students in the United States of America (USA). Academic outcomes were signi cantly better by nearly 7% in the TBL course when assessed using a national standardised examination.…”