دورية أكاديمية
Preparing for Next Generation NCLEX ® Through Team-Based Learning: Student Perspectives.
| العنوان: | Preparing for Next Generation NCLEX ® Through Team-Based Learning: Student Perspectives. |
|---|---|
| المؤلفون: | Rhodes KA; About the Authors The authors are faculty at the University of Mississippi Medical Center School of Nursing, Jackson, Mississippi. Kathleen Rhodes, PhD, RN, FNP-C, is an associate professor. Kayla Carr, PhD, RN, FNP-C, is an associate professor and director of Jackson School-Based Health Clinics. Sharon McElwain, DNP, RN, FNP-BC, is an associate professor and assistant dean for undergraduate programs. Mary W. Stewart, PhD, RN, FAAN, is a professor and director of the PhD program. For more information, contact Dr. Rhodes at krhodes@umc.edu ., Carr K, McElwain S, Stewart MW |
| المصدر: | Nursing education perspectives [Nurs Educ Perspect] 2023 Jan-Feb 01; Vol. 44 (1), pp. 54-56. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: National League for Nursing Country of Publication: United States NLM ID: 101140025 Publication Model: Print Cited Medium: Print ISSN: 1536-5026 (Print) Linking ISSN: 15365026 NLM ISO Abbreviation: Nurs Educ Perspect |
| أسماء مطبوعة: | Original Publication: New York, NY : National League for Nursing, c2002- |
| مواضيع طبية MeSH: | Education, Nursing, Baccalaureate*/methods , Students, Nursing*, Humans ; United States ; Prospective Studies ; Students ; Faculty, Nursing ; Problem-Based Learning/methods |
| مستخلص: | Abstract: The Next Generation NCLEX ® requires higher levels of understanding for new registered nurses to practice safely. Team-based learning (TBL) offers a rigorous but pragmatic approach to achieve that aim. TBL employs collaborative strategies for structured problem-solving, a key focus of contemporary nurse educators. In this prospective study, a faculty team at a second-degree, accelerated baccalaureate nursing program within the southeast United States evaluated student perspectives of TBL. Overall findings revealed positive student experiences ( n = 30, with three students on an alternate plan of study) in all aspects of the method. Competing Interests: The authors have declared no conflict of interest. (Copyright © 2021 National League for Nursing.) |
| References: | Barbour C., Schuessler J. B. (2019). A preliminary framework to guide implementation of the flipped classroom method in nursing education. Nurse Education in Practice , 34, 36–42. 10.1016/j.nepr.2018.11.001. (PMID: 10.1016/j.nepr.2018.11.001) Dearnley C., Rhodes C., Roberts P., Williams P., Prenton S. (2018). Team based learning in nursing and midwifery higher education: A systematic review of the evidence for change. Nurse Education Today , 60, 75–83. 10.1016/j.nedt.2017.09.012. (PMID: 10.1016/j.nedt.2017.09.012) El-Banna M. M., Whitlow M., McNelis A. M. (2017). Flipping around the classroom: Accelerated bachelor of science in nursing students' satisfaction and achievement. Nurse Education Today , 56, 41–46. 10.1016/j.nedt.2017.06.003. (PMID: 10.1016/j.nedt.2017.06.003) Evans L., Vanden Bosch M. L., Harrington S., Schoofs N., Coviak C. (2019). Flipping the classroom in health care higher education: A systematic review. Nurse Educator , 44(2), 74–78. 10.1097/nne.0000000000000554. (PMID: 10.1097/nne.0000000000000554) Hensel D., Billings D. M. (2020). Strategies to teach the National Council of State Boards of Nursing clinical judgment model. Nurse Educator , 45(3), 128–132. 10.1097/nne.0000000000000773. (PMID: 10.1097/nne.0000000000000773) Lucas da Rocha Cunha M., Amendola F., Fernandez Samperiz M. M., Gomes da Costa Mohallem A. (2018). Evaluation of student perception of the team-based learning method (APA-TBL): Instrument construction and validation. Nurse Education in Practice , 33, 141–147. 10.1016/j.nepr.2018.09.008. (PMID: 10.1016/j.nepr.2018.09.008) Michaelsen L. K., Parmelee D. X., McMahon K. K., Levine R. E. (2008). Team-based learning for health professions education . Stylus Publishing. Reimschisel T., Herring A. L., Huang J., Minor T. J. (2017). A systematic review of the published literature on team-based learning in health professions education. Medical Teacher , 39(12), 1227–1237. 10.1080/0142159x.2017.1340636. (PMID: 10.1080/0142159x.2017.1340636) |
| تواريخ الأحداث: | Date Created: 20211022 Date Completed: 20230102 Latest Revision: 20230103 |
| رمز التحديث: | 20240829 |
| DOI: | 10.1097/01.NEP.0000000000000904 |
| PMID: | 34678839 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1536-5026 |
|---|---|
| DOI: | 10.1097/01.NEP.0000000000000904 |