Team-based learning: Implementation and evaluation of nursing students’ experience and satisfaction

Hind A.M Elamin, Iman K. Abdel Gadir, Mohammad Zaino, Nisreen Daffa Alla, Amna M. Ali, Amani M. Mustafa, Eltuhami A. Abdalgadir

Abstract

Team-based learning is an alternative to passive learning. Its defining characteristics are small-group collaboration and active student participation. This study evaluated students' accountability, performance, and satisfaction with the team-based learning strategy, as well as the impact of gender and cumulative grade point average. It was a quasi-experimental one-group post-test study conducted at the College of Nursing and Health Sciences, Jazan University, Saudi Arabia. A team-based learning session with 214 students was conducted. Descriptive statistics, chi-square, and multilevel regression were used to analyze students' accountability, preference, and satisfaction with team-based learning using an online survey. Students were accountable; 85% used pre-class materials to prepare. The majority of students expressed satisfaction with their session engagement. Most believe that team-based learning motivated them to engage and recommend it for nursing courses. Male students' scores on the team readiness assessment test improved by 30.73%. The multilevel regression analysis revealed a substantial gender effect on gain increases (P-value < 0.0001). Students expressed great satisfaction with their team-based learning experience. This study demonstrated that team-based learning improved student involvement, performance, and accountability and recommends its application in the nursing program; however, further research is needed to improve the transferability of results.

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