Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2021 Sep-Oct;46(5):E84-E89.
doi: 10.1097/NNE.0000000000001061.

Specific Elements of Team-Based Learning Used in Nursing Education: A Scoping Review

Julie Considine  1 , Debra Berry, Joshua Allen, Nicky Hewitt, Elizabeth Oldland, Stephanie K Sprogis, Judy Currey
Affiliations

Specific Elements of Team-Based Learning Used in Nursing Education: A Scoping Review

Julie Considine et al. Nurse Educ. 2021 Sep-Oct.

Abstract

Background: Team-based learning (TBL) is an evidence-based, highly structured teaching strategy.

Purpose: The purpose of this review was to explore the specific TBL structure and process design elements reported in nursing education studies.

Methods: A scoping review was undertaken according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. Databases were searched on February 15, 2021, using search terms related to nursing, education, and TBL.

Results: Of 226 potentially relevant citations, 45 studies were included. The specific TBL design elements reported were team size (n = 41), team formation (n = 24), readiness assurance process (n = 45), immediate feedback (n = 42), activity sequencing (n = 42), 4S application design (n = 13), incentive structure(s) (n = 22), and peer evaluation (n = 13).

Conclusions: There was variability in the reporting of TBL design elements. Preclass preparation and individual and team Readiness Assurance Tests were well reported. Application exercise design and approach to peer evaluation were gaps in the included studies.

PubMed Disclaimer

Conflict of interest statement

The authors declare no conflicts of interest.

References

    1. Currey J, Sprogis SK, Burdeu G, et al. Students perceive team-based learning facilitates development of graduate learning outcomes and professional skills. J Teach Learn Grad Employability. 2018;9(1):93–113. doi:10.21153/jtlge2018vol9no1art759 - DOI
    1. Currey J, Eustace P, Oldland E, Glanville D, Story I. Developing professional attributes in critical care nurses using team-based learning. Nurs Educ Pract. 2015;15(3):232–238. doi:10.1016/j.nepr.2015.01.011 - DOI
    1. Park H-R, Kim C-J, Park J-W, Park E. Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject. Collegian. 2015;22(3):299–305. doi:10.1016/j.colegn.2014.05.001 - DOI
    1. Dearnley C, Rhodes C, Roberts P, Williams P, Prenton S. Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change. Nurse Educ Today. 2018;60:75–83. doi:10.1016/j.nedt.2017.09.012 - DOI
    1. Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017;39(12):1227–1237. doi:10.1080/0142159X.2017.1340636 - DOI

Publication types

LinkOut - more resources