title: The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course.
abstract: BACKGROUND
  The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education.
  
  
  OBJECTIVE
  The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes.
  
  
  METHODS
  We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy.
  
  
  METHODS
  The study was conducted in one of the nursing universities in Taiwan.
  
  
  METHODS
  One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program.
  
  
  METHODS
  Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes.
  
  
  RESULTS
  TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012.
  
  
  CONCLUSIONS
  The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork values, and it increases academic performance. The TBL is suggested to have a greater effect on academically weaker students.
authors.affiliation: Chang Gung University of Science and Technology, 2, Chia-pu Rd, West Sec. Pu-tz, Chiayi, Taiwan. Electronic address: chingyuus@gmail.com.
authors.forename: Ching-Yu
authors.initials: CY
authors.lastname: Cheng
authors.forename: Shwu-Ru
authors.initials: SR
authors.lastname: Liou
authors.forename: Hsiu-Min
authors.initials: HM
authors.lastname: Tsai
authors.forename: Chia-Hao
authors.initials: CH
authors.lastname: Chang
mesh_terms: D000328:Adult; D003479:Curriculum; D004506:Education, Nursing / Q000379:methods*; D006126:Group Processes; D006801:Humans; D007858:Learning; D016389:Maternal-Child Nursing / Q000193:education*; D013624:Taiwan; D055815:Young Adult
keywords: Class engagement; Learning behaviors; Self-directing learning; Team-Based learning; Value of teams