Abstract:

Background:
Nurses play a vital role in providing, leading, and coordinating care. They are accountable for their actions and are an equal partner with other professionals requiring to demonstrate a range of interpersonal and communication skills as essential attributes. Thus, the goal of professional nursing education and training need to have an emphasis on development of learning in groups, with activities that promote deep learning and knowledge application in solving real world problems. However, evidence suggests that nursing education heavily relies on traditional teaching methods which are passive and inadequate in preparing nurses for current health care realities. Team based learning (TBL) developed by Professor Larry Michaelson, 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 it 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:
A case study 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. It was noted that 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 a 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.

Keywords:

Team Based Learning, Active learning, Nursing Education, Nursing practice, Interprofessional skills, Personal development tutor.