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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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Related Experiment Video

Updated: May 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Implementing team-based learning in a nurse practitioner curriculum.

Susan J Corbridge¹, Tom Corbridge, Jennifer Tiffen

¹Adult-Gerontology Acute Care Nurse Practitioner Program, Department of Biobehavioral Health Science, University of Illinois at Chicago, Illinois 60612, USA. sjsmith@uic.edu

|August 24, 2013

Summary

This summary is machine-generated.

Team-based learning (TBL) enhances active learning in nurse practitioner education. This study evaluated student outcomes from implementing TBL in an adult-gerontology course.

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Area of Science:

Nursing Education
Medical Pedagogy
Healthcare Professional Training

Background:

Traditional didactic methods often fall short in fostering active engagement.
Learner-centered strategies are increasingly recognized for improving educational outcomes.
Adult-gerontology nurse practitioner programs require innovative teaching approaches.

Purpose of the Study:

To describe the implementation of Team-based Learning (TBL) in an adult-gerontology nurse practitioner course.
To evaluate the impact of TBL on student outcomes in this specific educational setting.

Main Methods:

Implementation of the Team-based Learning (TBL) pedagogical strategy.
Assessment of student outcomes within an adult-gerontology acute and primary care course.
Utilizing a learner-centered approach to active learning.

Main Results:

The study details the practical application of TBL in a graduate nursing curriculum.
Initial evaluation of student outcomes provides insights into the effectiveness of TBL.
Active learning principles were central to the TBL implementation.

Conclusions:

Team-based Learning (TBL) offers a viable and effective learner-centered strategy for nurse practitioner education.
The implementation in an adult-gerontology course demonstrates the adaptability of TBL.
Further evaluation of student outcomes is warranted to fully understand TBL's impact.