Nursing Report: Team-Based Learning Implementation and Challenges

This report explores the application of Team-Based Learning (TBL) in nursing education. It discusses the benefits of TBL, such as promoting active learning, problem-solving skills, and professional competency development. The report highlights the use of patient cases in TBL to enhance clinical skills and decision-making. Challenges associated with TBL implementation, including low student motivation and personality differences, are also addressed. Social challenges like 'social loafing' are examined, along with instructor issues. The report emphasizes the need for instructors to possess strong teamwork skills and a fair grading system to ensure the success of TBL. References from various authors are included to support the discussion. The report concludes that TBL is a valuable interactive method for nursing curricula, but its success depends on instructor skills and competencies.

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Team-based learning (TBL) is the structured form of learning in which students are
prepared out of class through application of knowledge in class. Such form of learning in the
nursing course has been discussed in the vast literature. The reason is that TBL facilitates
active learning through classroom activities as they learn to solve problems simultaneously
while developing professional competencies (Middleton-Green & Ashelford, 2013).
As highlighted by Della Ratta (2015) team-based learning has the potential to have a
deep impact on perceptions of nursing student related to their psycho-social climate of the
classroom. In nursing, such approach has been established to be an active learning strategy
that falls back on patient cases used for developing problem solving skills and competency to
use evidence for supporting proposed solutions. Reflection on the strengths and weaknesses
of the proposed solution is also possible with such practices. In different clinical classrooms,
TBL has been effective in producing equal or superior academic outcomes when compared to
lecture-based approaches. Nurses are expected to demonstrate an ability to integrate a vast
range of knowledge in an appropriate manner in their patient assessment processes and
management of patient care. The decision making process of nurse can be guided by TBL as
it is a powerful tool for developing the above mentioned skills.
Cheng et al., (2014) highlighted that team-based learning might be difficult to be
implemented in certain contexts in nursing education. Firstly, in certain settings, the
motivation levels of a section of student population might be drastically low. In addition,
personality differences might be a factor intervening the progress of education impartment,
giving rise to major issues. Branson et al., (2015) in this adds that challenges pertaining to
team-based learning can be classified as social challenges, learning barriers and instructor
issues. The authors suggest that TBL does not simulate the actual scenario in the clinical
workplace where students would be placed in future, and the impact is that students with
lower levels of motivation might achieve higher grades. Further, social challenges emerge

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centering on ‘social loafing’. This term explains a situation where a team member is not able
to contribute his share of group work. The other team members are under the burden of
additional workload.
As a nurse instructor, it is imperative to have proper skills to successfully implement
TBL. Kim et al., (2016) note that intervention of the faculty is required for achieving the
success of the teamwork. Teamwork skills can only be developed when the instructor has the
same set of skills and competency. The instructor must, therefore, ensure that he is capable of
delivering formal instructions as a function of the group. A consistent and fair grading system
is also to be adhered to so that students are rewarded in a justified manner. In this context, it
is also to be mentioned that the technique demands valuable changes to the philosophy of
teaching and the role that an instructor plays. There are training insinuations for extensive
implementation of the teaching method.
From the above discussion, it can be concluded that is TBL is to be suggested as an
exceedingly interactive method for nursing curricula. It is significant to note that instructors
are to possess certain skills and competencies in order to ensure that the teaching experience
is satisfying.

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References
Branson, S., Boss, L., & Fowler, D. L. (2015). Team-based learning: Application in
undergraduate baccalaureate nursing education. Journal of Nursing Education and
Practice, 6(4), 59.
Cheng, C. Y., Liou, S. R., Hsu, T. H., Pan, M. Y., Liu, H. C., & Chang, C. H. (2014).
Preparing nursing students to be competent for future professional practice: applying
the Team-Based Learning–Teaching Strategy. Journal of Professional
Nursing, 30(4), 347-356.
Della Ratta, C. B. (2015). Flipping the classroom with team-based learning in undergraduate
nursing education. Nurse educator, 40(2), 71-74.
Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning
literature: TBL comes of age. Journal on excellence in college teaching, 25(3-4),
303.
Kim, H. R., Song, Y., Lindquist, R., & Kang, H. Y. (2016). Effects of team-based learning on
problem-solving, knowledge and clinical performance of Korean nursing
students. Nurse education today, 38, 115-118.
Middleton-Green, L., & Ashelford, S. (2013). Using team-based learning in teaching
undergraduate pathophysiology for nurses. Health and Social Care Education, 2(2),
53-58.