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Classroom collaborative Team-Based Learning: a model for 21st century education? Lucy Stainer lstainer@bournemouth.ac.uk Aim presentation Tell my journey using this innovative teaching approach BU ethical approval Background Care of

  1. Classroom collaborative Team-Based Learning: a model for 21st century education? Lucy Stainer lstainer@bournemouth.ac.uk

  2. Aim presentation Tell my journey using this innovative teaching approach  BU ethical approval

  3. Background Care of Client with Acute and Long terms condition How can we contextualise nursing knowledge in the University classroom setting? Placement pressures…..

  4. TBL session • Team based Learning seminar (flipped classroom) on caring for people with respiratory disorder • Collaboration between academic nurses and respiratory specialist NHS staff • Aim – was to narrow the theory-practice gap • Delivered to around 250 student nurses across two sessions

  5. 3 Questions focusing upon Collaborative TBL 1. Improve students’ confidence in understanding material presented? 2. Associated with improved examination performance? 3. Student feedback v traditional teaching?

  6. Process

  8. Staff contribution

  10. Does collaborative TBL environment improve students’ confidence in understanding the material presented? Bristol on-line survey • Questions focused •  Confidence in knowledge  Confidence in providing care SPSS Statistics •

  11. Collaborative TBL environment is associated with improved examination performance? Work in progress

  13. My learning o Quantitative findings using Bristol on-line survey o needed qualitative study o Larger groups is set to stay o Practitioners opportunity to support learning in the classroom o TBL is a new approach to learning for practitioners in practice o 2017 intake self funded v bursary funded: different set of learners?

  14. References Benner, P., Sutphen, M., Leonard, V., Day, L., 2010 . Educating Nurses: A Call for Radical Transformation. The Carnegie Foundation for the Advancement of Teaching: Stanford. Bleske, Barry E.; Remington, Tami L.; Wells, Trisha D.; Klein, Kristin C.; Guthrie, Sally K.; Tingen, Jeffrey M.; Marshall, Vincent D.; Dorsch, Michael P. 2016. A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes. American Journal of Pharmaceutical Education. 80(7): 1-5. Casey, Fink, Jaynes, Campbell, Cook, 2011 Wilson Readiness for practice: the senior practicum experience. Journal of Nursing Education . pp. 646-652 Epp S. 2008 The value of reflective journaling in undergraduate nursing education: a literature review. International Journal of Nursing Studies. 45 (9), 1379–1388 Haidet, P., Kubitz, K. and McCormack, W. T., 2014. Analysis of the Team-Based Learning Literature: TBL Comes of Age. Journal on Excellence in College Teaching , 3&4 (25), 303-333. Hayes E. (2003) Nurse practitioner self-confidence and attitudes regarding managed care. Journal of the American Academy of Nurse Practitioners 15 (11), 501–508 Taylor V, Ashelford S, Fell P, Goacher PJ (2015). Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK. Journal of Clinical Nursing, 24(19-20):2797-2806.

  15. Questions?

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