Turning the Classroom: Using Team-Based Learning to Engage Students in Psychiatric-Mental Nursing Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/304462
Category:
Full-text
Type:
Presentation
Title:
Turning the Classroom: Using Team-Based Learning to Engage Students in Psychiatric-Mental Nursing Course
Author(s):
Smith, George Byron; Parsons, Cindy
Lead Author STTI Affiliation:
Phi Kappa
Author Details:
George Byron Smith, DNP, ARNP, gbsmith@southuniversity.edu; Cindy Parsons, DNP, ARNP, FAANP, BC;
Abstract:

Session presented on: Tuesday, July 23, 2013

Team-based learning (TBL) is an evidence-based instructional method that engages students to become active participates in their own learning. Students form teams of five to seven members. In TBL students' engagement occurs in two interrelated, mutually strengthening areas: within course content (individual) and within teams (group). TBL has been shown to improve critical thinking, foster engagement in the classroom, promote collaboration, and enhances student satisfaction.

A descriptive correlational study was conducted. The sample included a control group (n=43) who received standard lecture model and an intervention group (n=45) who received TBL model. Evaluation methods included a standardized multiple choice exam, a standardized assessment tool, and the Team-Based Learning Student Assessment Instrument (TBL-SAI). Exam scores for students in TBL (x= 83.64) were higher than for students in traditional lecture (x=80.46). There was a significant main effect for teaching format, t(45)=2.30, p < .02, with TBL receiving higher scores than traditional lectures. Student from both groups performed similarly on the standardized assessment (TBL=61.85; Traditional lecture=61.33). There was no significant main effect for standardized scores, t(45)=0.31, p <' .76, with scores from both groups being similar. Overall perception of TBL was positive with accountability (x= 4.20) more positive than satisfaction (x=3.85). These results are similar to other disciplines using similar instruments. The benefits for students in team-based learning were reduced attrition, manageable reading loads, enhanced preparedness for class which allowed for richer discussions and learning to occur. The Institute of Medicine (2011) strongly recommends that nursing education must change in the 21st century as healthcare continues to change. Team based learning provides students with the exposure to diverse ways of thinking, activities that promote negotiation of roles and responsibilities, collaboration and coordination of activities. These activities lead to the acquisition of'skills that are essential for success in the new health paradigm.

Keywords:
Undergraduate nursing; Engagement; Team-based Learning
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleTurning the Classroom: Using Team-Based Learning to Engage Students in Psychiatric-Mental Nursing Courseen
dc.contributor.authorSmith, George Byronen
dc.contributor.authorParsons, Cindyen
dc.contributor.departmentPhi Kappaen
dc.author.detailsGeorge Byron Smith, DNP, ARNP, gbsmith@southuniversity.edu; Cindy Parsons, DNP, ARNP, FAANP, BC;en
dc.identifier.urihttp://hdl.handle.net/10755/304462-
dc.description.abstract<p>Session presented on: Tuesday, July 23, 2013</p>Team-based learning (TBL) is an evidence-based instructional method that engages students to become active participates in their own learning. Students form teams of five to seven members. In TBL students' engagement occurs in two interrelated, mutually strengthening areas: within course content (individual) and within teams (group). TBL has been shown to improve critical thinking, foster engagement in the classroom, promote collaboration, and enhances student satisfaction. <p>A descriptive correlational study was conducted. The sample included a control group (n=43) who received standard lecture model and an intervention group (n=45) who received TBL model. Evaluation methods included a standardized multiple choice exam, a standardized assessment tool, and the Team-Based Learning Student Assessment Instrument (TBL-SAI). Exam scores for students in TBL (x= 83.64) were higher than for students in traditional lecture (x=80.46). There was a significant main effect for teaching format, <i>t</i>(45)=2.30, <i>p</i> < .02, with TBL receiving higher scores than traditional lectures. Student from both groups performed similarly on the standardized assessment (TBL=61.85; Traditional lecture=61.33). There was no significant main effect for standardized scores, <i>t</i>(45)=0.31, <i>p</i> <' .76, with scores from both groups being similar. Overall perception of TBL was positive with accountability (x= 4.20) more positive than satisfaction (x=3.85). These results are similar to other disciplines using similar instruments. The benefits for students in team-based learning were reduced attrition, manageable reading loads, enhanced preparedness for class which allowed for richer discussions and learning to occur. The Institute of Medicine (2011) strongly recommends that nursing education must change in the 21st century as healthcare continues to change. Team based learning provides students with the exposure to diverse ways of thinking, activities that promote negotiation of roles and responsibilities, collaboration and coordination of activities. These activities lead to the acquisition of'skills that are essential for success in the new health paradigm.en
dc.subjectUndergraduate nursingen
dc.subjectEngagementen
dc.subjectTeam-based Learningen
dc.date.available2013-10-22T20:36:30Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:36:30Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
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