Student Theses, Dissertations and Capstones

Document Type


Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.


College of Nursing

First Advisor

Marcia Derby-Davis

Second Advisor

Suzanne Edgett Collins

Third Advisor

Dana Mills

Publication Date / Copyright Date



Nova Southeastern University


Background: The increased complexity of healthcare systems requires nurses to have a different skillset, largely not provided in today’s nursing curricula. Team-based learning is one possible teaching strategy believed to increase nurses’ critical thinking and teamwork self-efficacy. Currently, there is insufficient objective data available that demonstrates improved academic performance and perceptions of teamwork skills in pre-licensure Bachelor of Science in Nursing students. Purpose: The purpose of this study is to compare the effects of team-based learning and traditional lecture-format teaching strategies among pre-licensure Bachelor of Science in Nursing students in a Foundations of Nursing Practice course. Theoretical Framework: Vygotsky’s social constructivism and Tuckman’s group development model provided the framework for this study. Methods: A quasi-experimental design was used to collect data from a convenience sample of 79 nursing students. Data from a demographic questionnaire, two unit exams, a modified Healthcare Team Questionnaire, and the Team-Based Learning Student Assessment Instrument were analyzed. Hypotheses were tested using an independent group t-test, a paired t-test and the Pearson correlation coefficient. Results: There were no statistically significant differences in academic performance, teamwork self-efficacy, and teamwork skills between the two groups. Student participants who experienced team-based learning had higher perceived accountability, satisfaction, and an overall learning experience (p < .05) when compared with those who experienced traditional lecture-format teaching. Conclusions: The study contributes further objective information to what is currently known about the effects of team-based learning in pre-licensure student nurses. The results inform nurse educators that team-based learning may heighten students’ learning experiences in terms of accountability and satisfaction, while not jeopardizing their academic performance or perceptions about working in teams.




BSN Nursing strategies, Educational strategies, Nursing education strategies, Nursing students education, Teaching strategies, Team-based learning



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Nursing Commons