Poster 2 - Why Not Try TBL to Improve Student Nurses Clinical Reasoning & Communication?

Nursing has called for a radical change in nursing education. Forefront is assuring students’ ability to demonstrate appropriate clinical reasoning and communication for ensuring patient safety. Finding strategies to relate didactic content to clinical application has been a challenge for educators, resulting in students entering the clinical site ill prepared. Medical education has found success in the use of team-based learning (TBL) as a pedagogically sound strategy in which to bridge the gap between course content and application from the classroom to the clinical site. A need for change in pedagogical strategies was identified resulting in a redesign of a Baccalaureate obstetrical (OB) nursing course to an interactive, student-accountable environment of TBL. Readiness assurance testing (RAT) of individual and team mastery was used as a means of evaluation. Using the immediate feedback-assessment technique (IF-AT), teams were able to receive immediate feedback of content proficiency. Students were introduced to class application exercises including, unfolding case studies, NCLEX style-questions, and SBAR scripts. Furthermore, students completed a midterm and final exam and a standardized specialty exam (HESI). Team performance on group RAT’s indicated improved learning and mastery compared to individual RAT scores. Class specialty exam (HESI) score improved (M=921, 912, and 942) respectively (national M=867). Anecdotally, students’ clinical reasoning and communication was improved as demonstrated in simulated and clinical experiences. Overall, students were receptive to the TBL learning environment stating, “I felt like I really learned how to think like a nurse!” However, others felt there was too much time spent out of class for preparation. Further assessment of student performance in the TBL environment is needed.