Time to Adjust: Team-Based Learning 2 Years Later

Document Type

Article

Publication Date

3-2015

Keywords

active learning, community health nursing, nursing education, student centered, team-based learning

Abstract

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.

Publication Title

Nurse Educator

Volume

40

Issue

2

First Page

75

Last Page

78

DOI of Published Version

10.1097/NNE.0000000000000116

Publisher

Wolters Kluwer Health

Rights

Copyright © 2016 Walters Kluwer Health

Link to Full Text

Share

COinS