Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study

• Published in: Healthcare (Basel) Vol. 10; no. 5; p. 817
• Main Authors: Park, Hyung-Ran, Park, Eunyoung
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 28.04.2022; MDPI
• Subjects: Curricula; Interviews; Nursing care; Nursing education; Qualitative research; Students; Teaching; Teams; team-based learning; nursing students; qualitative research
• ISSN: 2227-9032; 2227-9032
• DOI: 10.3390/healthcare10050817

Health assessment as a subject comprises knowledge and practices in which health problems are identified by collecting individual health data. As the subject requires fast learning of voluminous content, it becomes cumbersome. Team-based learning (TBL) has been proposed as an effective teaching and learning strategy in such situations. This study aimed to explore the lived TBL experiences of nursing students from their perspectives in a health assessment subject. This study adopted a qualitative research method. TBL was applied in a health assessment subject at a university in South Korea, as a 2-credit course for 16 weeks. Twelve sophomore nursing students who enrolled in a health assessment subject were the participants. Data were collected through individual in-depth interviews and analyzed using Colaizzi’s method. The results contained twelve themes categorized into five theme clusters: “Getting ready for learning”, “Effective class promoting concentration and immersion”, “Proactive participation in a non-hierarchical learning environment”, “Complementary collaboration”, and “Sense of burden”. The findings suggest that TBL is an effective teaching and learning strategy for the discipline, imparting positive experiences such as class engagement, teamwork, learning outcomes, and improvement of problem-solving skills if students’ role conflicts and continuous learning burden can be addressed.