Utilizing Team Based Learning in Nursing Education

Incorporating peer evaluation into assessment

Mona P. Klose, MS, RN, CPHQSarah B. Fuchs, MS, RN, C

Jamestown College Department of Nursing

Jamestown, North Dakota

Objectives

1. Explore methodologies of incorporating Peer Evaluation into assessment.

2. Analyze successes and barriers of implementing TBL in Nursing Curricula.

3. Identify strategies to avoid individual grade inflation with TBL.

4. Evaluate weights of course components for appropriate distribution

5. Share classroom activities.

Peer Evaluation Goals:

Increase student accountability Actively participate in the team, prepare for

“real world experience of evaluation” Identify individual strengths and weaknesses

of the team

Tools Easily understood by students Provide valid data User friendly for both students and faculty

Peer Evaluation Successes: Successes

Assisted students work through personality differences within teams

Students able to articulate areas of improvement for team members in a motivating way

Feedback produced positive effects

Peer Evaluation Barriers: Barriers

Initial student discomfort with process Worry about “what if they know it is me who

said that” and possible team ramifications resulting

Academically strong students worried about possible negative effect of peer evaluation

Number of evaluations throughout the semester

Discussion

What worked or did not work for you?

Successes of TBL in Nursing

Increased discussion and concept reinforcement

Interactive nature holds student/faculty interest

Students able to better understand and apply, not just memorize

Develop individual assertiveness Develop self and team accountability Nurses from clinical facility comments

about “level of student”

Faculty worry/doubt initial student reaction Ability to “cover the content using TBL

approach” Non TBL faculty concerns

Students spending more prep time for TBL course than non TBL course

Peer Evaluation New uncomfortable process for students

Barriers of TBL in Nursing

Course Assessment of Learning

Weights of course components (exam, TBL, written) Exams 50% TBL

IRAT – 5%, GRAT -10%, Peer Eval -5% Online pretest – 5%

Written-25% Avoiding grade inflation

Classroom Activities

Comprehensive case studies Gaming –sudden death pharmacology,

jeopardy Role playing Simulated Laboratory Final

Teams participated in “mock clinical” TBL Exam Component

Team case study prior to individual exams

References

Michaelson, L.K., Knight, A.B., & Fink, L.D. (Eds.). (2004). Team-based learning. A transformative use of small groups in college teaching. Sterling, VA: Stylus

Team Based Learning Homepage:

http://www.ou.edu/idp/teamlearning/listserv.htm