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Preparing for Next Generation NCLEX ® Through Team-Based Learning: Student Perspectives.

Kathleen A Rhodes1, Kayla Carr, Sharon McElwain

  • 1About the Authors The authors are faculty at the University of Mississippi Medical Center School of Nursing, Jackson, Mississippi. Kathleen Rhodes, PhD, RN, FNP-C, is an associate professor. Kayla Carr, PhD, RN, FNP-C, is an associate professor and director of Jackson School-Based Health Clinics. Sharon McElwain, DNP, RN, FNP-BC, is an associate professor and assistant dean for undergraduate programs. Mary W. Stewart, PhD, RN, FAAN, is a professor and director of the PhD program. For more information, contact Dr. Rhodes at krhodes@umc.edu .

Nursing Education Perspectives
|October 22, 2021
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) enhances nursing education for the Next Generation NCLEX ® exam. Students in an accelerated program reported positive experiences with this collaborative, problem-solving approach.

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Area of Science:

  • Nursing Education
  • Healthcare Professional Training

Background:

  • The Next Generation NCLEX ® (NGN) necessitates advanced critical thinking and clinical judgment skills for safe registered nurse (RN) practice.
  • Traditional nursing education models may not fully prepare graduates for the NGN's complex assessment style.
  • Team-based learning (TBL) is an instructional strategy that promotes active engagement and collaborative problem-solving.

Purpose of the Study:

  • To evaluate student perspectives on the effectiveness of Team-based Learning (TBL) in an accelerated baccalaureate nursing program.
  • To assess the suitability of TBL as a method for preparing nurses for the demands of the Next Generation NCLEX ®.

Main Methods:

  • A prospective study was conducted with nursing students in a second-degree, accelerated baccalaureate program in the southeastern United States.
  • Student perspectives on the Team-based Learning (TBL) methodology were systematically collected and analyzed.
  • The study involved 30 students, with three on an alternate plan of study.

Main Results:

  • Overall, students reported positive experiences with all facets of the Team-based Learning (TBL) approach.
  • The collaborative and structured problem-solving elements of TBL were particularly well-received.
  • Findings suggest TBL effectively supports the development of higher-level cognitive skills required for safe nursing practice.

Conclusions:

  • Team-based Learning (TBL) is a viable and effective pedagogical strategy for enhancing nursing education, particularly for preparing students for the Next Generation NCLEX ®.
  • The positive student feedback indicates that TBL can foster the rigorous, collaborative learning environment needed for contemporary nursing practice.
  • Further integration of TBL in nursing curricula may be beneficial for improving graduate readiness and patient safety.