Team-based learning
Introduction
Team-based learning (TBL) is a teaching strategy that has been utilized in many disciplines. In nursing education, it is becoming popular day in day out. Being a course that requires extensive research adopting a more engaging teaching strategy is critical. The method resulted in positive behavior based on improved learning outcomes, active classroom engagement, teamwork, excellent academic performance, and self-directed learning. From the samples, students have shown increased interest in TBL as it has led to improve scores (Morris, 2016). Ching-Yu et al. (2014) research show the effectiveness of TBL in maternal child nursing as involved students have positive learning and also the promotion of their learning interests. Kim et al. results indicate that there were improved problem-solving abilities, knowledge, and clinical performance of the students involved. Currey et al. (2015) suggest that the TBL strategy offers an excellent learning strategy to increase the engagement of the students and also the improvement of learning outcomes. TBL is an effective strategy that enhances a student’s ability to solve problems and enhances both knowledge and clinical performance (Kim et al., 2015). The literature review is relevant in nursing as it validates the need to initiate teamwork and encouragement of full engagement of students in both academic and practical work. Also, it proves the need to have TBL at the study level of nursing, which is later applied in the professional, thus ensuring proper service delivery to patients. The purpose of the paper is to compare the effectiveness of TBL in four types of research based on the impact of TBL in learning behaviors in connection to problem-solving, knowledge, and clinical performance.
TBL in Enhancement of Academic Performance and Clinical Performance
Ching-Yu et al. (2014) study investigated the effects of TBL teaching in the maternal-child nursing course. The design of the study involved the presentation of pretest-posttest research that was conducted at Taiwan University. It included 104 students in 2011 and the other 103 in the following year. The students were studying maternal- child nursing. The students had graduated from a five-year course in nursing diploma before enrolling in the program under study. Data were collected before and after the application of the strategy. To measures the learning outcomes Value of Teams, Class Engagement Survey, and Self-Directed Learning Instrument were used to measure the exam scores. The results of the study showed that students who utilized TBL had increased interest in learning and scored highly. Currey et al. (2015) study investigated the effectiveness of TBL In critical care nursing based on the students’ perceptions and experiences after TBL is introduced in their second half of the course. The participants were 32 students and were given questionnaires to respond to TBL effectiveness queries. The students perceived their professional growth as a result of the skills and knowledge they acquired through TBL. The comparison between the two articles is based on sample characteristics where they are composed of continuing students in nursing. Both studies were done for an extended period, where data was thematically analyzed. The results of the two compare as they indicate that TBL advances a student’s critical thinking, encourages teamwork, and improves communication skills. Additionally, they prove that the students become fully engaged in the classroom, and also their academic performance greatly improved. Nevertheless, the studies were limited as they did not consider a randomized controlled trial, which is known to have a limitation of the standard approach.
TBL in the enhancement of problem-solving skills and decision making
Kim et al. (2015) study examined the impact of TBL on a student’s learning outcomes and problem-solving abilities. It involved a randomized controlled trial. The participants were 63 undergraduate nursing students at the same university. The TBL group was made of 32 students, while the control group was made of 31 students. The two groups attended a 2-hour class per week for three weeks. Pulmonary disease scenarios content was introduced to the two groups. The control groups went through traditional learning strategies, while the other group was subjected to TBL. Prior to the study, the students were subjected to questionnaires to assess their problem-solving abilities. After the three weeks of education interventions, the problem-solving capacity of the TBL team improved significantly relative to that of the control group. Morris (2015) study TBL was introduced to 2nd-year pre-registration course in nursing based on the use of TBL on evidence-informed decision making.70% of the participants believed that TBL is essential in the class. 60% of the respondents believed that it is an effective motivating strategy, and 54% recommended the application of the strategy in other courses. The results received from 10 students interviewed showed a positive perception of TBL in nursing. The results of the research showed that TBL is an effective strategy that has beneficial outcomes, including decision making and problem-solving abilities. Additionally, Ching-Yu et al. (2014) study investigated the effects of TBL teaching in the maternal-child nursing course. The design of the study involved the presentation of pretest-posttest research that was conducted at Taiwan University. It included 104 students in 2011 and the other 103 in the following year. The students were studying maternal- child nursing. The students had graduated from a five-year course in nursing diploma before enrolling in the program under study. Data was collected before and after the application of the strategy. To measures the learning outcomes Value of Teams, Class Engagement Survey, and Self-Directed Learning Instrument were used to measure the exam score. The three studies compare in that they use clinically-based students in the study. To assess the effectiveness of TBL, a control group or the effectiveness of TBL before and after its introduction to the survey were used. The results of the three compare significantly. Upon the introduction of TBL, students show improved ability to solve problems and the ability to make appropriate decisions. Through the process, students are able to integrate the knowledge acquired as compared to the sample subjected to conventional learning. These skills are critical in nursing as a failure to understand and appropriately solve problems can significantly harm a patient. Thus, TBL offers in-depth learning and also provide learners with high levels of critical thinking and the ability to think critically on the issues at hand. Additionally, the skills make them better team players and enhance their leadership skills. However, there are some limitations to this researches, such as limited sample and lack of contamination of groups’ evaluation.
Conclusion/Recommendations
In conclusion, from the review of the four articles that investigate the effectiveness of TBL from different dimensions, it is clear that the method results in positive behavior based on improved learning outcomes, active classroom engagement, excellent academic performance, and self-directed learning. Additionally, it encourages teamwork and excellent communication, which in turn contributes to informed judgments, the right decision making, and also the recommended practices. In nursing TBL, is based on an active learning strategy that utilizes different patients ‘cases with the aim of exploring multiple problem solutions, using the proof to support the proposed solutions, and in the subsequent stage reflecting on both the weakness and strengths of the solutions.
At the time where e nursing education is under the pressure of an increased number of students, it is advisable to adopt the TBL strategy not only to promote understanding of the concepts but also to ensure the fostering of teamwork skills (Kim et al., 2016). Also, there is a need to have more research with nursing students and other medical-related courses to confirm the results of the studies further and also to determine other additional benefits of TBL. Additionally, further research on the length and intensity of TBL is necessary. The outcome of the analyzed investigation can be used in nursing and other fields of study.