BACKGROUND: The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education. OBJECTIVES: The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes. DESIGN: We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy. SETTINGS: The study was conducted in one of the nursing universities in Taiwan. PARTICIPANTS: One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program. METHODS: Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes. RESULTS: TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012. CONCLUSION: The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork values, and it increases academic performance. The TBL is suggested to have a greater effect on academically weaker students.
BACKGROUND: The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education. OBJECTIVES: The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes. DESIGN: We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy. SETTINGS: The study was conducted in one of the nursing universities in Taiwan. PARTICIPANTS: One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program. METHODS: Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes. RESULTS:TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012. CONCLUSION: The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork values, and it increases academic performance. The TBL is suggested to have a greater effect on academically weaker students.
Authors: Lap Ki Chan; Fraide Ganotice; Frances Kam Yuet Wong; Chak Sing Lau; Susan M Bridges; Celia Hoi Yan Chan; Namkiu Chan; Phoebe Wing Lam Chan; Hai Yong Chen; Julie Yun Chen; Jody Kwok Pui Chu; Charlene C Ho; Jacqueline Mei Chi Ho; Tai Pong Lam; Veronica Suk Fun Lam; Qingyun Li; Jian Gang Shen; Julian Alexander Tanner; Winnie Wan Yee Tso; Arkers Kwan Ching Wong; Gordon Tin Chun Wong; Janet Yuen Ha Wong; Nai Sum Wong; Alan Worsley; Lei King Yu; Tin Pui Yum Journal: BMC Med Educ Date: 2017-11-21 Impact factor: 2.463