Effectiveness and Experiences of Team-based Learning in Undergraduate Nursing Education Programs: Some Findings from a Mixed Methods Systematic Review

Background: Undergraduate nurse education curricula continuously adopt learning and teaching strategies to deliver theoretical and practical knowledge and skills in the most conducive learning environment possible. A recent learning and teaching approach, team-based learning (TBL) has been reported to influence the delivery of classroom teaching to large cohorts of students, divided into small groups, with the organization and execution of classroom activities to promote pre-class learning, group processes that engage students in their small groups with assessment and consolidation of knowledge. Team-based learning, it is claimed, engages and keeps the student involved, promotes teamwork, interactive and deep learning, application of knowledge to solve real world problems, and the development of cognitive and practical skills. The aim of this mixed methods systematic review was to identify the effectiveness of TBL on improving academic performance and team skills, and identify students’ experiences of engagement in TBL. Methods: The Joanna Briggs Institute (JBI) systematic review methods were followed, with a clearly defined and stated search strategy used key words and terms, databases, inclusion and exclusion criteria, quality assessment, data extraction and synthesis of findings, pooled in statistical meta-analysis of quantitative studies and meta-aggregation of qualitative findings. Results: Preliminary findings suggest that TBL influences teamwork, peer support in learning and assessment, with variable effect on academic performance. Students’ experiences indicate engagement in learning, personal approach to learning and participation in problem solving. Conclusions: Team-based learning encourages teamwork through learning in teams, promotes peer support and improved academic performance and problem solving