Time to adjust: team-based learning 2 years later

Area of Science:

• Nursing Education
• Community Health
• Pedagogy

Background:

• Traditional lecture formats in nursing education can be less engaging for students.
• Transitioning to active learning strategies is a key focus in modernizing health sciences curricula.
• Community health nursing requires practical, collaborative skills best learned through active participation.

Purpose of the Study:

• To describe the implementation of changes during a 2-year transition to team-based learning (TBL) in a community health nursing course.
• To evaluate the impact of these changes on student and faculty experiences.
• To provide data on the effectiveness of TBL in nursing education.

Main Methods:

• A mixed-methods approach was used, incorporating qualitative descriptions of implemented changes and quantitative data collection.
• Data were collected from two cohorts of students over a 2-year period following the initial transition.
• Surveys and feedback mechanisms were employed to assess student and faculty experiences.

Main Results:

• The transition involved significant curriculum and pedagogical adjustments.
• Initial data from the first cohort were compared with data from the second cohort two years later.
• Analysis focused on changes in student engagement, learning outcomes, and overall satisfaction.

Conclusions:

• Team-based learning offers a viable and potentially more effective alternative to traditional lectures in community health nursing.
• Continuous program evaluation and adaptation are crucial for successful pedagogical transitions.
• Further research should explore long-term impacts and scalability of TBL in nursing education.