Student perceptions of team learning in nursing education

Journal of Nursing Education

Volumn 47, Issue 5, 2008, Pages 214-222

  Feingold, Carol E ^a,c   Cobb, Martha D ^a   Hernandez Givens, Raquel ^b   Arnold, Joanna ^b   Joslin, Sarah ^b   Keller, Jill Leslie ^b  

^a UNIVERSITY OF ARIZONA   (United States)

^b UNIVERSITY OF ARIZONA COLLEGE OF MEDICINE   (United States)

^c UNIVERSITY OF ARIZONA COLLEGE OF NURSING   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; COOPERATION; DECISION MAKING; EVALUATION; FEMALE; GROUP PROCESS; HEALTH CARE QUALITY; HEALTH PERSONNEL ATTITUDE; HEALTH SERVICE; HUMAN; INTERPERSONAL COMMUNICATION; MALE; METHODOLOGY; MIDDLE AGED; NURSING EDUCATION; NURSING METHODOLOGY RESEARCH; NURSING STUDENT; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; PUBLIC RELATIONS; QUESTIONNAIRE; TASK PERFORMANCE; TEACHING; UNITED STATES;

ADOLESCENT; ADULT; ATTITUDE OF HEALTH PERSONNEL; COMMUNICATION; COOPERATIVE BEHAVIOR; DECISION MAKING; EDUCATION, NURSING, BACCALAUREATE; FEMALE; GROUP PROCESSES; HEALTH SERVICES NEEDS AND DEMAND; HUMANS; INTERPROFESSIONAL RELATIONS; MALE; MIDDLE AGED; NURSING EDUCATION RESEARCH; NURSING METHODOLOGY RESEARCH; PROBLEM SOLVING; PROGRAM EVALUATION; QUESTIONNAIRES; SOUTHWESTERN UNITED STATES; STUDENTS, NURSING; TEACHING; TIME AND MOTION STUDIES;

EID: 45549089002     PISSN: 01484834     EISSN: None     Source Type: Journal    
DOI: 10.3928/01484834-20080501-03     Document Type: Article

References (22)

1. Bloom, B. (Ed.). (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: Longman.
2. Diekelmann, N. (2005). Engaging the students and the teacher: Co-creating substantive reform with narrative pedagogy. Journal of Nursing Education, 44, 249-252.
3. Diekelmann, N., & Scheckel, M. (2004). Leaving the safe harbor of competency-based and outcomes education: Re-thinking practice education. Journal of Nursing Education, 43, 385-388.
4. Haidet, P., O'Malley, K.J., & Richards, B. (2002). An initial experience with "team learning" in medical education. Academic Medicine, 77, 40-44.
5. Hunt, O.P., Haidet, P., Coverdale, J.H., & Richards, B. (2003). The effect of using team learning in an evidence-based medicine course for medical students. Teaching and Learning in Medicine, 15, 131-139.
6. Ironside, P.M. (2004). "Covering content" and teaching thinking: Deconstructing the additive curriculum. Journal of Nursing Education, 43, 5-12.
7. Kelly, P.A., Haidet, P., Schneider, V., Searle, N., Seidel, C.L., & Richards, B.F. (2005). A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool. Teaching and Learning in Medicine, 17, 112-118.
8. th ed.). Houston, TX: Gulf.
9. Korhonen, V., & Paavilainen, E. (2002). Learning teams and networks: Using information technology as a means of managing work process development in healthcare organizations. Journal for Nurses in Staff Development, 18, 267-273.
10. Lee, M.B. (2001). Creating knowledge through partnerships in global education: Using small-group strategies with large groups. Journal of Nursing Education, 40, 222-224.
11. Levine, R.E., O'Boyle, M., Haidet, P., Lynn, D.J., Stone, M.M., Wolf, D.V., et al. (2004). Transforming a clinical clerkship with team learning. Teaching and Learning in Medicine, 16, 270-275.
12. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
13. Michaelsen, L., Black, R., & Fink, L. (1996). What every faculty developer needs to know about learning groups. In L. Richlin (Ed.), To improve the academy: Resources for faculty, instructional, and organizational development (Vol. 15, pp. 31-58). Stillwater, OK: New Forums Press.
14. Michaelsen, L., & Richards, B. (2005). Drawing conclusions from the team-learning literature in health-sciences education: A commentary. Teaching and Learning in Medicine, 17, 85-88.
15. Michaelsen, L.K., Knight, A.B., & Fink, L.D. (Eds.). (2002). Team-based learning: A transformative use of small groups. Westport: Praeger.
16. O'Malley, K.J., Moran, B.J., Haidet, P., Seidel, C.L., Schneider, V., Morgan, R.O., et al. (2003). Validation of an observation instrument for measuring student engagement in health professions settings. Evaluation & the Health Professions, 26, 86-103.
17. nd ed.). Newbury Park, CA: Sage.
18. th ed.). Philadelphia: Lippincott Williams and Wilkins.
19. Pugsley, K.E., & Clayton, L.H. (2003). Traditional lecture or experiential learning: Changing student attitudes. Journal of Nursing Education, 42, 520-523.
20. Searle, N.S., Haidet, P., Kelly, P.A., Schneider, V.F., Seidel, C.L., & Richards, B.F. (2003). Team learning in medical education: Initial experiences at ten institutions. Academic Medicine, 78(10 Suppl.), S55-S58.
21. Seidel, C.L., & Richards, B.F. (2001). Application of team learning in a medical physiology course. Academic Medicine, 76, 533-534.
22. University of Oklahoma. Team-based learning: The power of teams for powerful learning. (2006) Retrieved March 28, 2008, from http://www.ou.edu/pii/teamlearning