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Time to adjust: team-based learning 2 years later.

Heidi A Mennenga1

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This study transitioned a community health nursing course from lectures to team-based learning, implementing changes over two years. Data from two student cohorts show improvements in the educational experience.

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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.