The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making

Morris, Jenny

doi:10.1016/j.nepr.2016.09.005

Cited by 21 publications

(35 citation statements)

References 25 publications

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“…Each team had approximately four students, and half the members were high‐SRL students, and half were low‐SRL students. That is, the composition of a team was heterogeneous (Balan, Clark, & Restall, ; Morris, ), as shown in the upper part “Heterogeneous grouping” of Figure . This grouping policy was applied so that students with more diverse characteristics would be on the same team and so that team members can face the challenges of more difficult applications with stronger members providing guidance and support to weaker members (Banning & Gam, ; Lightner et al, ; Sweet & Michaelsen, ).…”

Section: Methodsmentioning

confidence: 99%

“…After the Preparation stage, the TBL enters the Readiness Assurance stage, which was completed in class. At this stage, every student was asked to answer the multiple‐choice questions for the online IRAT (Morris, ). Figure shows one of the five IRAT questions.…”

Section: Methodsmentioning

confidence: 99%

“…The Preparation stage requires students to prepare the related knowledge before class, hoping they can obtain a moderate understanding of the learning content. The Readiness Assurance stage requires students to conduct the Individual Readiness Assurance Test (IRAT), and the Team Readiness Assurance Test (TRAT) hopefully enables them to gain a deeper understanding of the knowledge they need to know (Morris, ). The Application Activities stage requires students to work together as a team to solve challenging applications or complex problems by using what they have learned.…”

Section: Introductionmentioning

confidence: 99%

“…McInerney and Fink () and Tan et al () also found that, compared with conventional LBL, TBL achieves better learning outcomes, and students retain the acquired knowledge for a longer period of time. In summary, the benefits of TBL include improving practical thinking (problem solving and decision making; Michaelsen et al, ), critical thinking skills (value judgements; Corbridge, Corbridge, Tiffen, & Carlucci, ; Kim et al, ; Morris, ), team performance (Koles, Stolfi, Borges, Nelson, & Parmelee, ), attendance/participation rate (Shankar & Roopa, ), and team work attitude (Clark, Nguyen, Bray, & Levine, ).…”

Section: Introductionmentioning

confidence: 99%

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The impact of team‐based learning on students with different self‐regulated learning abilities

Lin

2019

Computer Assisted Learning

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Team‐based learning (TBL) stresses applying knowledge rather than absorbing knowledge in class; studies have investigated the use of TBL and its merits in different teaching courses (e.g., medical science and business). TBL is most effective when students learn autonomously before class. However, the ability of autonomous learning is highly associated with the ability of self‐regulated learning (SRL); most importantly, not every student possesses good (or high) SRL ability. Nevertheless, few studies have compared the effectiveness of TBL in students with different SRL abilities. To address this issue, this study analyzed approximately 90 students, whose course teaching involves office application software (Microsoft Excel). This study also developed an online TBL system (called Online TBL) to facilitate performing TBL and to collect the learning behaviours of students with different (high or low) SRL abilities on each TBL stage. The analytical results show that compared with the low‐SRL students, the high‐SRL students were more prepared for class because they spent more reviewing material and had better scores on personal uploaded Excel and Individual Readiness Assurance Test. From the feedback of the peer evaluation, the results also show that the high‐SRL students received more credits than the low‐SRL students did. The questionnaire survey revealed that both low‐SRL and high‐SRL students had a favourable impression of TBL. Further discussion is given to explain the above results.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The impact of team‐based learning on students with different self‐regulated learning abilities

Lin

2019

Computer Assisted Learning

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“…This is a validated survey instrument used by several medical education researchers. 34 The statements in question are shown in Table II. The modified survey also consisted of two open-ended questions as follows:…”

Section: B Lego Labs In Engineeringmentioning

confidence: 99%

Race to improve student understanding of uncertainty: Using LEGO race cars in the physics lab

Parappilly

Hassam

Woodman

2018

American Journal of Physics

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Laboratories using LEGO race cars were developed for students in an introductory physics topic with a high early drop-out rate. In a 2014 pilot study, the labs were offered to improve students' confidence with experiments and laboratory skills, especially uncertainty propagation. This intervention was extended into the intro level physics topic the next year, for comparison and evaluation. Considering the pilot study, we subsequently adapted the delivery of the LEGO labs for a large Engineering Mechanics cohort. A qualitative survey of the students was taken to gain insight into their perception of the incorporation of LEGO race cars into physics labs. For Engineering, the findings show that LEGO physics was instrumental in teaching students the measurement and uncertainty, improving their lab reporting skills, and was a key factor in reducing the early attrition rate. This paper briefly recalls the results of the pilot study, and how variations in the delivery yielded better learning outcomes. A novel method is proposed for how LEGO race cars in a physics lab can help students increase their understanding of uncertainty and motivate them towards physics practicals.

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Evidence‐informed vs evidence‐based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice: A comprehensive systematic review of undergraduate students

Kumah

McSherry

Bettany‐Saltikov

et al. 2022

Campbell Systematic Reviews

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Background: To produce graduates with strong knowledge and skills in the application of evidence into healthcare practice, it is imperative that all undergraduate health and social care students are taught, in an efficient manner, the processes involved in applying evidence into practice. The two main concepts that are linked to the application of evidence into practice are "evidence-based practice" and "evidence-informed practice." Globally, evidence-based practice is regarded as the gold standard for the provision of safe and effective healthcare.

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The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making

Cited by 21 publications

References 25 publications

The impact of team‐based learning on students with different self‐regulated learning abilities

The impact of team‐based learning on students with different self‐regulated learning abilities

Race to improve student understanding of uncertainty: Using LEGO race cars in the physics lab

Evidence‐informed vs evidence‐based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice: A comprehensive systematic review of undergraduate students

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