Efficacy of team-based learning in knowledge integration and attitudes among year-one nursing students: A pre- and post-test study. Issue 5 (October 2019)

• Record Type: Journal Article
• Authors: Siah, Chiew-Jiat; Lim, Fui-Ping; Lim, Ah-Ewe; Lau, Siew-Tiang; Tam, Wilson
• Is Part Of: Collegian. Volume 26:Issue 5(2019)
• Page Start: 556
• Page End: 561
• Publication Date: 2019-10
• Subjects: Education -- Nursing -- Baccalaureate -- Team-based learning -- Teaching; Nursing -- Australia -- Periodicals; 610.73099405
• DOI: 10.1016/j.colegn.2019.05.003
• Languages: English
• ISSNs: 1322-7696

Abstract

Abstract: Background: Due to a lack of knowledge and clinical exposure, the fresh year one nursing undergraduates often faced difficulty in contextualising their learning and integrating knowledge and skills into clinical settings. Aim: The purpose of this study was to evaluate the efficacy of team-based learning among year one nursing undergraduates in knowledge integration and application and attitudes towards working within teams. Methods: This study used a prospective, one-group pre-test and post-test design with the intervention of team-based learning (TBL) on year one nursing undergrads. The students first completed a pre-module quiz to establish their knowledge level before attempting the ungraded iRAT, followed by the tRAT and the practical sessions. A post survey on the participants' attitudes towards working within teams in TBL was conducted at the end of the module. Findings: 125 students reported an improvement in their knowledge and application in nursing practice. More than 70% of the students agreed that team-based learning approach enhanced their learning. Discussion: TBL has enabled the students to acquire and retain copious content knowledge and also conferred upon them the ability to use the content to solve problems in their future professional practice. The majority of the students were generally satisfied with their experiences working as a team to learn, indicating that their team has worked well together and felt respected by other team members. Conclusion: TBL approach is effective in improving knowledge for fresh year one nursing undergraduates with no prior background in the content and clinical exposure.