Team-based learning: Implementation and evaluation of nursing students' experience and satisfaction.

Abstract

Team-based learning is an alternative to passive learning. Its defining characteristics are small-group collaboration and active student participation. This study evaluated students' accountability, performance, and satisfaction with the team-based learning strategy, as well as the impact of gender and cumulative grade point average. It was a quasi-experimental one-group post-test study conducted at the College of Nursing and Health Sciences, Jazan University, Saudi Arabia. A team-based learning session with 214 students was conducted. Descriptive statistics, chi-square, and multilevel regression were used to analyze students' accountability, preference, and satisfaction with team-based learning using an online survey. Students were accountable; 85% used pre-class materials to prepare. The majority of students expressed satisfaction with their session engagement. Most believe that team-based learning motivated them to engage and recommend it for nursing courses. Male students' scores on the team readiness assessment test improved by 30.73%. The multilevel regression analysis revealed a substantial gender effect on gain increases (P-value < 0.0001). Students expressed great satisfaction with their team-based learning experience. This study demonstrated that team-based learning improved student involvement, performance, and accountability and recommends its application in the nursing program; however, further research is needed to improve the transferability of results.