Abstract
BackgroundTeam-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore.MethodsA cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Survey participation was voluntary with informed consent protocols followed. Student performance in the course was also reviewed.ResultsEighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches.ConclusionsImplementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.
Highlights
Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures
TBL in nurse education conducted in Singapore, this project was undertaken to evaluate the application of TBL within a transnational Bachelor of Nursing (BN) post-registration program for Singaporean nurses
The research question was: What is the impact of TBL on student engagement, accountability for learning, selfreported preference for learning, and satisfaction in a transnational course for post-registration Singapore nursing students? We examined the aspects of TBL that students found helpful for their learning, what the challenges were, and report on aspects of applying TBL with this cohort
Summary
Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures It is facilitated through phases of individual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. TBL in nurse education conducted in Singapore, this project was undertaken to evaluate the application of TBL within a transnational Bachelor of Nursing (BN) post-registration program for Singaporean nurses In this context, TBL was implemented to replace large-scale didactic lectures previously delivered within the program. Economic and demographic trends are impacting higher education institutions, and many seek to minimise inefficiencies and maximise revenue by increasing student numbers [8] These factors inevitably lead to growing class sizes and a reliance on didactic lectures as a method to impart course information to large student numbers [9]. Given these pressures it is imperative to maintain quality approaches to student learning
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