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The Impact of Team Teaching in Nursing Education: An Integrative Review
1About the Authors Vicky Ito, MS, RN, MEDSURG-BC, is a clinical resource nurse, New York University Langone Health, New York, New York. Fidelindo Lim, DNP, CCRN, FAAN, is clinical associate professor, New York University Rory Meyers College of Nursing, New York University, New York, New York. For more information, contact Vicky Ito at jyj246@nyu.edu .
Aim:
This integrative review examines the impact of team teaching in undergraduate and master's degree nursing programs.
Background:
Increasing workloads for faculty are a challenge in nursing education. Team teaching allows shared responsibilities; work between two or more educators can help redistribute workloads and mitigate burnout.
Method:
A systematic search of peer-reviewed articles in Cumulative Index to Nursing and Allied Health Literature, Education Resource Information Center, and PubMed yielded 12 relevant studies.
Results:
Four key themes emerged: modeling behaviors, applying theoretical knowledge to practice, exposure to diverse perspectives, and faculty perspectives. Effective team teaching requires trust, communication, and collaboration among educators, requiring ongoing professional development. Team teaching can enhance diversity efforts in nursing education.
Conclusion:
Team teaching is a viable approach to optimizing the scholarship of teaching. Future research should explore educators' perspectives on team-teaching methods and measurable impacts on achieving learning outcomes.
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