The Effect of Team-Based Learning on Communication in First Year Nursing Students

Purpose: The purpose of this study is to describe the effects of Team-Based Learning (TBL) on first year nursing students’ communication skills. Nurses must be able to communicate accurately with patients and their colleagues; therefore, identifying students areas of communication needs early in their University course work is beneficial.

Rationale: Historically, the nursing core class, pathophysiology, has been taught using a faculty driven lecture model coupled with PowerPoint presentations. This method has had mixed success with students in this content intensive course. Moreover, when students move into their first clinical setting, they are called upon to teach and communicate with patients and other healthcare team members in a shared group setting. Such interactions are often awkward and challenging. When discussions require incorporating pathophysiology concepts into their clinical practice, students often feel completely inept and overwhelmed.

TBL has been demonstrated to promote knowledge acquisition and application through group interactions (Michaelsen, Sweet and Parmelee, 2008)). To improve and maximize the student’s ability to effectively teach and communicate with patients and healthcare staff in the clinical setting, a modified TBL pedagogy will be used as an educational intervention to decreased students’ communication anxiety levels.

Methods: All students will be asked to complete a survey at the beginning and end of each semester. The survey consists of demographic questions and items from the Personal Report of Communication Apprehension (PRAC-24) (Watson, 1990) and Value of Teams Survey (Baylor College of Medicine, 2001). Participants will also complete a peer evaluation for each team member after the second and fifth TBL group activity each semester. The surveys assess communication apprehension levels and groups interaction experiences. Peer evaluations focus on feedback in relation to student communication effectiveness and group participation.

Data Analyses: Survey responses and participant demographic data will be analyzed in SPSS and summarized using descriptive statistics. Narrative responses from peer evaluation data and surveys will be transcribed, analyzed, and themes developed.

Conclusions: Study findings will provide insight into student communication apprehension levels and group interaction experiences using a TBL approach. Adding to the body of knowledge on teaching strategies that can enhance communications and group learning is critically important information for nurse educators preparing students for success.