Considine Julie, Berry Debra, Allen Joshua, Hewitt Nicky, Oldland Elizabeth, Sprogis Stephanie K, Currey Judy
School of Nursing and Midwifery, Deakin University, Geelong, Vic., Australia.
Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, Vic., Australia.
J Clin Nurs. 2021 Apr;30(7-8):903-917. doi: 10.1111/jocn.15599. Epub 2021 Jan 4.
To explore the use and student outcomes of Team-Based Learning in nursing education.
Team-Based Learning is a highly structured, evidence-based, student-centred learning strategy that enhances student engagement and facilitates deep learning in a variety of disciplines including nursing. However, the breadth of Team-Based Learning application in nursing education and relevant outcomes are not currently well understood.
A scoping review of international, peer-reviewed research studies was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews.
The following databases were searched on 7 May 2020: Cumulative Index of Nursing and Allied Health Literature, MEDLINE Complete, PsycINFO and Education Resources Information Center. Search terms related to nursing, education and Team-Based Learning. Original research studies, published in English, and reporting on student outcomes from Team-Based Learning in nursing education programmes were included.
Of the 1081 potentially relevant citations, 41 studies from undergraduate (n = 29), postgraduate (n = 4) and hospital (n = 8) settings were included. The most commonly reported student outcomes were knowledge or academic performance (n = 21); student experience, satisfaction or perceptions of Team-Based Learning (n = 20); student engagement with behaviours or attitudes towards Team-Based Learning (n = 12); and effect of Team-Based Learning on teamwork, team performance or collective efficacy (n = 6). Only three studies reported clinical outcomes.
Over the last decade, there has been a growing body of knowledge related to the use of Team-Based Learning in nursing education. The major gaps identified in this scoping review were the lack of randomised controlled trials and the dearth of studies of Team-Based Learning in postgraduate and hospital contexts.
This scoping review provides a comprehensive understanding of the use and student outcomes of Team-Based Learning in nursing education and highlights the breadth of application of Team-Based Learning and variability in the outcomes reported.
探讨基于团队的学习在护理教育中的应用及学生学习成果。
基于团队的学习是一种高度结构化、循证、以学生为中心的学习策略，可提高学生参与度，并促进包括护理在内的多种学科的深度学习。然而，目前对于基于团队的学习在护理教育中的应用广度及相关成果的了解并不充分。
根据系统评价与Meta分析扩展版的首选报告项目，对国际同行评审研究进行范围综述。
于2020年5月7日检索了以下数据库：护理及相关健康文献累积索引、MEDLINE Complete、PsycINFO和教育资源信息中心。检索与护理、教育和基于团队的学习相关的术语。纳入以英文发表的、报告护理教育项目中基于团队的学习的学生学习成果的原创性研究。
在1081条潜在相关引文中，纳入了41项来自本科（n = 29）、研究生（n = 4）和医院（n = 8）环境的研究。最常报告的学生学习成果为知识或学业成绩（n = 21）；学生对基于团队的学习的体验、满意度或看法（n = 20）；学生对基于团队的学习的行为或态度参与度（n = 12）；以及基于团队的学习对团队合作、团队绩效或集体效能的影响（n = 6）。只有三项研究报告了临床结果。
在过去十年中，与基于团队的学习在护理教育中的应用相关的知识不断增加。本次范围综述中确定的主要差距是缺乏随机对照试验，以及研究生和医院环境中基于团队的学习研究匮乏。
本次范围综述全面了解了基于团队的学习在护理教育中的应用及学生学习成果，并突出了基于团队的学习的应用广度和报告结果的变异性。
