Implementation of Team Based Learning in Community Health Nursing Education

Hartman, A. Michelle

Monday, 18 November 2013

A. Michelle Hartman, DNP, RN, CPNP
Donna Biederman, DrPH, MN, RN
School of Nursing, Duke University, Durham, NC

Learning Objective 1: Understand the components of team based learning.

Learning Objective 2: Describe application activities utilized in a community health nursing course.

Evidence demonstrates that learning is enhanced when students are engaged as active participants in the learning process. Team Based Learning™ (TBL) is a collaborative learning strategy in which students utilize class time to complete application activities in teams. Readiness assessments and peer feedback are also key components of TBL and contribute to student’s accountability. While the primary emphasis is on application, all levels of multiple domains of Blooms Taxonomy can be incorporated into the TBL process. Nursing students also gain important teamwork skills that are necessary as they prepare to work in interdisciplinary care teams.

The ABSN program at Duke University School of Nursing is four semesters spanning 16 months. The community health nursing component of the curriculum is divided into three contiguous classes with students having a one credit hour community health class each of their last three semesters plus associated clinical hours. Elements of TBL were incorporated into each of the three community health nursing courses. In this presentation we will share how elements of TBL were incorporated into class, provide examples of application activities, and our student’s evaluation of TBL processes. Lessons learned from our use of TBL in a community health nursing class and our assessment of the benefits and challenges will be offered.

See more of: Evidence-Based Practice Posters Session 2
See more of: Oral Paper & Poster: Evidence-Based Practice Sessions