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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Implementing team based learning in large classes: nurse educators' experiences.

Elizabeth Ann Andersen1, Charlene Strumpel, Irene Fensom

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Team-based learning (TBL) in nursing education requires significant faculty effort and collegial support for successful implementation. Despite challenges, students experienced benefits like reduced attrition, making TBL a valued teaching method.

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Higher Education

Background:

  • Traditional lectures are common in nursing programs.
  • Team-based learning (TBL) offers an interactive alternative.
  • TBL implementation in baccalaureate nursing requires investigation.

Purpose of the Study:

  • To evaluate the implementation process of TBL in second-year baccalaureate nursing classes.
  • To identify challenges and benefits associated with TBL adoption.
  • To assess student and faculty experiences with TBL.

Main Methods:

  • TBL was implemented across four large second-year nursing courses.
  • Faculty experiences, workload, and student outcomes were monitored.
  • Qualitative and quantitative data were collected on implementation and reception.

Main Results:

  • TBL implementation demanded substantial faculty effort and collegial support.
  • Faculty faced increased workload, student confrontations, and technical issues.
  • Students reported reduced attrition, reading load, and better class preparedness, enabling deeper discussion of nursing problems.

Conclusions:

  • TBL implementation in nursing education is resource-intensive, requiring strong faculty collaboration.
  • Despite initial challenges, the majority of students valued TBL, supporting its continued use.
  • TBL shows potential for improving student engagement and learning outcomes in nursing programs.