Chris Dearnley1, Christine Rhodes2, Peter Roberts3, Pam Williams4, Sarah Prenton5. 1. School of Human and Health Sciences, University of Huddersfield Queensgate, Huddersfield HD1 3DH, United Kingdom. Electronic address: c.a.dearnley@hud.ac.uk. 2. School of Human and Health Sciences, University of Huddersfield Queensgate, Huddersfield HD1 3DH, United Kingdom. Electronic address: c.a.rhodes@hud.ac.uk. 3. School of Human and Health Sciences, University of Huddersfield Queensgate, Huddersfield HD1 3DH, United Kingdom. Electronic address: p.roberts@hud.ac.uk. 4. School of Human and Health Sciences, University of Huddersfield Queensgate, Huddersfield HD1 3DH, United Kingdom. 5. School of Human and Health Sciences, University of Huddersfield Queensgate, Huddersfield HD1 3DH, United Kingdom. Electronic address: s.prenton@hud.ac.uk.
Abstract
REVIEW AIM: 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. REVIEW OBJECTIVES: 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. DESIGN: 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. REVIEW METHODS: International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. RESULTS: A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. CONCLUSIONS: There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education.
REVIEW AIM: 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. REVIEW OBJECTIVES: 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. DESIGN: 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. REVIEW METHODS: International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. RESULTS: A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. CONCLUSIONS: There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education.
Authors: Ahmed I Albarrak; Nasriah Zakaria; Jwaher Almulhem; Samina A Khan; Norshahriza Abdul Karim Journal: BMC Med Educ Date: 2021-04-08 Impact factor: 2.463