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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Student perceptions of team learning in nursing education
Carol E Feingold1, Martha D Cobb, Raquel Hernandez Givens
1University of Arizona College of Nursing, Tucson, Arizona 85721-0203, USA. Feingold@nursing.arizona.edu
The Journal of Nursing Education
|June 5, 2008
Summary
Team learning in nursing education enhances student engagement and promotes discussion. While students valued this active approach, they found application problems challenging and worried about group-based grading.
Area of Science:
- Nursing Education
- Pedagogy
- Higher Education
Background:
- Nurse educators seek engaging instructional methods for applying concepts in practice.
- Traditional methods often fall short in fostering active learning and critical decision-making skills.
Purpose of the Study:
- To evaluate student perceptions of team learning in a baccalaureate nursing program.
- To assess the effectiveness of team learning in promoting engagement and understanding of clinical concepts.
Main Methods:
- Implementation of team learning in a first-semester clinical nursing course.
- Evaluation through classroom observations and student interviews.
- Focus on small group problem-solving and decision-making tasks.
Main Results:
- Team learning significantly promoted learner-to-learner engagement.
- Students recognized the clinical relevance of learning through discussion.
- Students expressed concerns regarding grading dependency on group performance.
- Challenges were noted with application problems having multiple plausible solutions.
Conclusions:
- Team learning is a valuable pedagogical strategy in nursing education, fostering engagement and discussion.
- Addressing challenges in application-based problem-solving and grading structures is recommended.
- Further research into optimizing team learning strategies for clinical nursing education is warranted.
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