Team-based learning (TBL) in nursing education and its applicability to nursing practice

Background: Nurses play a vital role in providing, leading, and coordinating care. They are required to demonstrate a range of interpersonal and communication skills. However, evidence suggests that traditional teaching methods are inadequate in preparing for current health care realities. Team-Based Learning (TBL) is an active learning strategy enabling students to achieve course objectives while learning how to function in teams. Literature suggests that TBL in nursing education has positive benefits, although lacks clarity in terms of its benefit to nursing practice. The aim of this research was to explore the experiences of nursing students and their personal development tutors (PDT) in regard to participating in TBL and understand their beliefs about its applicability to nursing practice.

Methods: Case study research was conducted in a higher education institution among first year undergraduate nursing students and their PDTs. Data were collected using online survey, focus group discussion with students and analysis of their practice document, and interviews with staff.

Findings: TBL had beneficial effects for learning from others, knowledge enhancement, building relationships and promoting a sense of accountability and responsibility. Transferrable workplace skills developed through TBL such as: confidence in communication, team working and negotiation skills, self-awareness, and an understanding of cultural diversity were also seen. However, several challenges noted with students lacking team commitment, team conflicts, and a mismatch in expectations with TBL process. Strategies recommended to enhance the TBL experience by setting ground rules and personal tutor presence during TBL, creating positive learning environment through modifying the room lay out and positive reinforcement, integrating TBL in the summative assessment and support for the facilitator.

Conclusion: TBL is beneficial to prepare nursing students for practice. However, transitioning from traditional teaching to a classroom in which active learning takes place requires a paradigm shift for both students and educators.