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. 2021 Apr;30(7-8):903-917.
doi: 10.1111/jocn.15599. Epub 2021 Jan 4.

Team-based learning in nursing education: A scoping review

Julie Considine  1   2   3 , Debra Berry  1   2   3 , Joshua Allen  1   2 , Nicky Hewitt  1 , Elizabeth Oldland  1   2 , Stephanie K Sprogis  1   2 , Judy Currey  1   2   4
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Team-based learning in nursing education: A scoping review

Julie Considine et al. J Clin Nurs. 2021 Apr.

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.

Keywords: education; nursing; pedagogy; team learning; team-based learning.

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References

REFERENCES

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