Innovation
Piloted use of team-based learning in a third year undergraduate module entitled Pathophysiology Applied to Nursing Practice. Previously this module was delivered via lectures.
What prompted innovation?
- Evidence from exam papers that students found it difficult to apply principles to practice and tended to use factual recall rather than critical thinking
- Colleague had successfully implemented TBL in Pharmacy undergraduate curriculum
What makes innovation different?
- It has not been implemented in nursing in the UK although it is increasingly used in the U.S.
- It is an innovation specifically to teach nursing students how to apply complex principles of bioscience to realistic clinical scenarios
Changes in practice
- Students evaluated module very positively
- Evidence of higher achievement and deeper critical thinking skills from initial analysis of exam results
- Students completed Likert-style questionnaire to compare their views of TBL and lectures, they overwhelmingly were in favour of TBL as they felt it was more relevant to practice and enabled sessions to capture the complexity of clinical scenarios in an authentic way
Impact
- Student evaluations
- Questionnaire results
- Exam results
Dissemination
- Plan to feed back at staff Learning and Development day
- Input into meeting to plan for new curriculum to be introduced in 2014-15
- Peer review – facilitate sessions with colleagues so they can learn the techniques and format