A Model for Easily Incorporating Team-Based Learning into Nursing Education

A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated recipe for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and student

Rural Characteristics Tool

This tool examines current knowledge and confidence in teaching rural characteristics

Telehealth Tool

This tool examines current knowledge regarding telehealth

In Our Own “Campus-Yard”: A Creative Approach to Learning About Culture

Culture is an important and essential concept in nursing education necessary to provide safe, quality nursing care. As nurses are called to care for more diverse populations, nursing faculty members often struggle to find effective ways to teach nursing students about culture and cultural competence. Although there are a variety of teaching strategies used to teach culture, clinical experiences have yielded the most favorable results. Furthermore, immersion experiences have been shown to have a positive impact on cultural competence, but they require a time commitment and may not be financially feasible for many schools of nursing. A study by Lonneman explored 6 strategies, including journaling, reflection, and interviewing, to increase cultural competence in second-degree nursing students and found positive results. In an effort to create an interactive cultural opportunity for baccalaureate nursing students, the author created a unique clinical experience by “matching” nursing with international students located on the same college campus. The purpose of this article is to describe this creative, inexpensive approach to providing a cultural clinical experience for nursing students using resources on one’s very own campus

Nursing Student Perceptions of Digital Textbooks: A Pilot Study

Digital textbooks are increasing in popularity, often resulting from the perception that students demand the use of technology in academics. However, few studies have been done on student perceptions of digital textbooks. A pilot study was conducted with students enrolled in a nursing research course; 123 nursing students participated. This study found that students overwhelmingly preferred print textbooks over digital textbooks. More research needs to be done before assuming students would prefer digital textbooks over print

Student Engagement and Examination Performance in a Team-Based Learning Course

With calls for innovation in nursing education from national bodies of nursing, nurse educators must determine the best teaching strategies to meet educational standards. Team-based learning (TBL), an innovative teaching strategy, offers educators a structured, student-centered learning environment. The purpose of this study was to compare TBL and traditional lecture (a commonly used teaching method) in regard to student engagement and performance on examinations. In addition, the relationship between student engagement and examination scores was examined. Findings showed significant differences in student engagement (p \u3c 0.001). Analysis of examination scores indicated a significant effect within participants (p \u3c 0.001). Mixed findings were found regarding the relationship between student engagement and examination scores. This research contributes to the body of knowledge related to TBL and suggests this teaching strategy is, at minimum, equally as effective as traditional lecture

Faculty Concerns About Requiring Laptops in the Classroom

Although the use of laptops in the classroom is not a new idea, very few colleges of nursing require students to purchase and use them in the classroom. The authors report on a survey of faculty experiences and concerns related to the required use of laptops in the classroom

Time to Adjust: Team-Based Learning 2 Years Later

Following the transition from traditional lecture to team-based learning in a community health nursing course, several changes were implemented over a 2-year period in an effort to improve the student and faculty experience. This article describes the changes that occurred and reports data collected from the first cohort of students following initial implementation and from a second cohort of students 2 years later.In an effort to increase student engagement, class participation, and overall student satisfaction, the instructor of a community health nursing course at a baccalaureate degree program began to explore more student-centered, active-learning strategies to use in the classroom. After observing and assisting with a course at another university that used team-based learning (TBL), the instructor decided to redesign a community health nursing course using this strategy. The course, which was previously taught using traditional lecture with intermittent use of active-learning strategies such as case studies and reflection activities, used TBL as the sole method of instruction beginning in spring 2010

Development and Psychometric Testing of the Team-Based Learning Student Assessment Instrument

Team-based learning, an innovative teaching strategy, may be useful in meeting the demands of nursing education. However, educators may be hesitant to adopt this teaching strategy because of the lack of available research. The author discusses a study to determine whether a newly developed instrument, the Team-Based Learning Student Assessment Instrument, accurately measures the 3 subscales of accountability, preference for lecture or team-based learning, and student satisfaction. Results suggest the instrument is valid and reliable and may be a valuable tool in assessing the effectiveness of team-based learning. Team-based learning offers educators a structured, student-centered learning environment. Using a structured combination of preclass preparation, individual and group readiness assurance tests, and application exercises, team-based learning eliminates the need for traditional lecture or multiple instructors in the classroom. In addition, team-based learning is an active learning strategy that truly engages students in their education. Parmelee asserts that “for professional students to be engaged fully, challenged intellectually, and have the opportunity to develop interpersonal and teamwork skills, the team-based learning strategy holds the greatest promise in curriculum development.Research related to team-based learning has been conducted in a variety of disciplines and indicates positive student outcomes and student attitudes toward team-based learning. In addition, the use of team-based learning also results in higher levels of student engagement