Heidi A. Mennenga

Development and psychometric testing of the Team-Based Learning Student Assessment Instrument.

Team-based learning, an innovative teaching strategy, may be useful in meeting the demands of nursing education. However, educators may be hesitant to adopt this teaching strategy because of the lack of available research. The author discusses a study to determine whether a newly developed instrument, the Team-Based Learning Student Assessment Instrument, accurately measures the 3 subscales of accountability, preference for lecture or team-based learning, and student satisfaction. Results suggest the instrument is valid and reliable and may be a valuable tool in assessing the effectiveness of team-based learning.

Student engagement and examination performance in a team-based learning course.

With calls for innovation in nursing education from national bodies of nursing, nurse educators must determine the best teaching strategies to meet educational standards. Team-based learning (TBL), an innovative teaching strategy, offers educators a structured, student-centered learning environment. The purpose of this study was to compare TBL and traditional lecture (a commonly used teaching method) in regard to student engagement and performance on examinations. In addition, the relationship between student engagement and examination scores was examined. Findings showed significant differences in student engagement (p < 0.001). Analysis of examination scores indicated a significant effect within participants (p < 0.001). Mixed findings were found regarding the relationship between student engagement and examination scores. This research contributes to the body of knowledge related to TBL and suggests this teaching strategy is, at minimum, equally as effective as traditional lecture.

Team-Based Learning: An Innovative Approach to Teaching Maternal–Newborn Nursing Care

Nursing education programs are charged with the task of transforming the way future nurses are educated to better meet the demands of an ever-changing health care system. The tradition of lecture-based theory courses and on-site clinical experiences is slowly being replaced by evidence-based teaching formats that focus on actively engaging students in their own learning. This article describes the process of integrating a new teaching strategy-team-based learning-into a maternal-newborn nursing course at a midwestern baccalaureate nursing program.

Time to adjust: team-based learning 2 years later.

Following the transition from traditional lecture to team-based learning in a community health nursing course, several changes were implemented over a 2-year period in an effort to improve the student and faculty experience. This article describes the changes that occurred and reports data collected from the first cohort of students following initial implementation and from a second cohort of students 2 years later.

Student Perceptions of Quality and Safety Competencies

Abstract Aim/Purpose: The purpose of the study was to evaluate senior students’ level of preparedness to perform and perceived importance of 22 QSEN-related skills over a three year project period. Background: The national Quality and Safety Education in Nursing (QSEN) project promotes student learning in the provision of safe, quality health care. One Midwestern nursing program attempted to address health care challenges by purposefully utilizing the QSEN competencies for curricular changes. Methods: This study collected data from students in their final semester of a baccalaureate program using the QSEN Student Evaluation Survey. Results/Findings: Students reported they were somewhat prepared to perform skills related to all six QSEN competencies. Students perceived all QSEN related skills as being as least somewhat important. Conclusions: As a result of this study, the nursing program identified areas to be developed for further growth and utilized findings to aid in curriculum revision.

Using a first-year seminar to introduce nursing.

First-year seminar courses designed to aid the transition of freshmen students to the collegiate experience are commonplace requirements at many 4-year institutions. The authors describe the development, implementation, and outcomes of a first-year seminar course with introductory nursing content.

Empathy Development Through Case Study and Simulation

Because empathy is integral to the nurse-patient relationship, nurse educators are challenged to explore teaching strategies that may aid in the development of empathy among students. The purpose of this study was to determine whether consistent exposure to a single patient through case study and simulation had an impact on empathy levels in senior-level baccalaureate nursing students. Results provide interesting conclusions for faculty members and offer a basis for ongoing discussion.

Faculty concerns about requiring laptops in the classroom.

Although the use of laptops in the classroom is not a new idea, very few colleges of nursing require students to purchase and use them in the classroom. The authors report on a survey of faculty experiences and concerns related to the required use of laptops in the classroom.

Nursing Student Perceptions of Digital Textbooks: A Pilot Study [Research Brief]

AbstractDigital textbooks are increasing in popularity, often resulting from the perception that students demand the use of technology in academics. However, few studies have been done on student perceptions of digital textbooks. A pilot study was conducted with students enrolled in a nursing research course; 123 nursing students participated. This study found that students overwhelmingly preferred print textbooks over digital textbooks. More research needs to be done before assuming students would prefer digital textbooks over print.