Team‐based learning in nursing education: A scoping review

Abstract

Aims and objectives To explore the use and student outcomes of Team‐Based Learning in nursing education. Background Team‐Based Learning is a highly structured, evidence‐based, student‐centred learning strategy that enhances student engagement and facilitates deep learning in a variety of disciplines including nursing. However, the breadth of Team‐Based Learning application in nursing education and relevant outcomes are not currently well understood. Design A scoping review of international, peer‐reviewed research studies was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for scoping reviews. Methods The following databases were searched on 7 May 2020: Cumulative Index of Nursing and Allied Health Literature, MEDLINE Complete, PsycINFO and Education Resources Information Center. Search terms related to nursing, education and Team‐Based Learning. Original research studies, published in English, and reporting on student outcomes from Team‐Based Learning in nursing education programmes were included. Results Of the 1081 potentially relevant citations, 41 studies from undergraduate (n = 29), postgraduate (n = 4) and hospital (n = 8) settings were included. The most commonly reported student outcomes were knowledge or academic performance (n = 21); student experience, satisfaction or perceptions of Team‐Based Learning (n = 20); student engagement with behaviours or attitudes towards Team‐Based Learning (n = 12); and effect of Team‐Based Learning on teamwork, team performance or collective efficacy (n = 6). Only three studies reported clinical outcomes. Conclusions Over the last decade, there has been a growing body of knowledge related to the use of Team‐Based Learning in nursing education. The major gaps identified in this scoping review were the lack of randomised controlled trials and the dearth of studies of Team‐Based Learning in postgraduate and hospital contexts. Relevance to clinical practice This scoping review provides a comprehensive understanding of the use and student outcomes of Team‐Based Learning in nursing education and highlights the breadth of application of Team‐Based Learning and variability in the outcomes reported.

Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials

“…TBL could significantly improve students' academic knowledge, clinical performance, competency skills, satisfaction, perceptions, and attitudes. The first significant advantage of this review was that we only enrolled RCT design trials because previous reviews of studies of TBL report on the relative lack of randomized controlled studies ( 9 , 15 , 43 ).…”

“…Recently, there have been a growing number of studies regarding the effectiveness of TBL in health professions {i.e., pharmacy ( 7 ), medicine ( 8 ), midwifery ( 9 ), and nursing education ( 10 – 14 ). A scoping review showed that TBL had been applied in nursing education over the last decade and reported outcomes involving students' knowledge/academic performance, student experience, satisfaction, or perceptions of TBL, student engagement, behaviors/attitudes toward TBL, and teamwork, team performance/collective efficacy ( 15 ). The significant gaps identified in this scoping review were the lack of RCTs, with only 3 out of 41 included studies being RCTs [dominant study designs were evaluation of TBL in isolation ( n = 19)].…”

The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study

“…Being together for a long period gave them an emotional dependence to comfort and encourage each other. Another finding of this study was that the participants, together with their peers, constituted a cordial, reciprocal, and harmonious academic environment, where they became more confident in their capacity to overcome academic challenges [ 30 , 31 ]. Nursing students from other grades also affirmed the importance of peer involvement in collaborating to reach goals as well as the importance of the learning environment [ 32 ].…”

Health literacy training program for community healthcare providers using hybrid online team-based learning in Taiwan

“…Many studies have demonstrated the effectiveness of TBL, showing its superiority over conventional face-to-face lecturing while also involving communication skills and abilities, critical thinking, and problem-solving skills [ 16 , 20 ]. Aside from being applied to students, TBL has also been applied to educational training for clinical nurses [ 21 ]. Studies revealed that clinical nurses perceived increased learning quality and positive learning experiences with this learning method [ 22 ] and acquired knowledge and skills [ 23 , 24 ].…”