title: Transforming psychiatric mental health nursing education with team based learning.
abstract: The aim of this study was to evaluate the effect of the team-based learning (TBL) instructional approach on learning outcomes in an undergraduate psychiatric mental health (PMH) nursing course. An uncontrolled, before and after design was employed. Data were collected over eight consecutive semesters (N=347) before and after implementation of TBL. Two variables were selected for comparison before and after implementation: scores on PMH portion of the Evolve® practice exit examination and time (in hours) students reported preparing for class. After implementation, students scored higher on the PMH practice exit examination and reported increased study time. Qualitatively, students reported enjoying working in teams despite the increased study time required with the TBL method.
authors.affiliation: University of Virginia School of Nursing, Charlottesville, VA. Electronic address: Rbh8a@virginia.edu.
authors.forename: Rebecca Bouterie
authors.initials: RB
authors.lastname: Harmon
authors.affiliation: University of Virginia School of Nursing, Charlottesville, VA.
authors.forename: Robin L
authors.initials: RL
authors.lastname: Hills
mesh_terms: D003479:Curriculum; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D007858:Learning; D011568:Psychiatric Nursing; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching