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

Smith, George Byron

Tuesday, 23 July 2013: 3:50 PM

George Byron Smith, DNP, ARNP
Marybelle and S. Paul Musco School of Nurisng and Health Professions, Brandman University, Irvine, CA
Cindy Parsons, DNP, ARNP, FAANP, BC
School of Nursing, University of Tampa, Tampa, FL

Learning Objective 1: appraise the advantages and outcomes of team-based learning for students in a psychiatric mental health nursing course.

Learning Objective 2: translate to student the value of team-based learning in the classroom with future roles in the workplace.

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.

See more of: Learning Strategies in Academic Settings
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters