Comparison of pre-licensure BSN student outcomes between team-based and traditional learning methods
Abstract
The increased complexity of healthcare systems requires nurses to have a different skillset, largely not provided in today's nursing curricula. Team-based learning is one possible teaching strategy believed to increase nurses' critical thinking and teamwork self-efficacy. Currently, there is insufficient objective data available that demonstrates improved academic performance and perceptions of teamwork skills in pre-licensure Bachelor of Science in Nursing students.
The purpose of this study is to compare the effects of team-based learning and traditional lecture-format teaching strategies among pre-licensure Bachelor of Science in Nursing students in a Foundations of Nursing Practice course.
Sigma Membership
Beta Delta at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Qualitative Research
Keywords:
BSN Nursing Strategies, Teaching Strategies, Team-Based Learning, Educational Strategies
Advisor
Marcia Derby-Davis
Second Advisor
Suzanne Edgett Collins
Third Advisor
Dana Mills
Degree
PhD
Degree Grantor
Nova Southeastern University
Degree Year
2020
Recommended Citation
Pedroff, Tressa J., "Comparison of pre-licensure BSN student outcomes between team-based and traditional learning methods" (2021). Dissertations. 1344.
https://www.sigmarepository.org/dissertations/1344
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-07-23
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28314777; ProQuest document ID: 2496362147. The author still retains copyright.