Modeling Evidence-Based Application: Using Team-Based Learning to Increase Higher Order Thinking in Nursing Research
Bridget Moore, Jennifer Styron, Kristina Miller
Nursing practice is comprised of knowledge, theory, and
research [1]. Because of its impact on the profession, the
appraisal of research evidence is critically important.
Future nursing professionals must be introduced to the
purpose and utility of nursing research, as early exposure
provides an opportunity to embed evidence-based
practice (EBP) into clinical experiences. The AACN
requires baccalaureate education to include an
understanding of the research process to integrate reliable
evidence to inform practice and enhance clinical
judgments [1]. Although the importance of these
knowledge competencies are evident to healthcare
administrators and nursing leaders within the field,
undergraduate students at the institution under study
sometimes have difficulty understanding the relevance of
nursing research to the baccalaureate prepared nurse, and
struggle to grasp advanced concepts of qualitative and
quantitative research design and methodologies.
As undergraduate nursing students generally have not
demonstrated an understanding of the relationship between
theoretical concepts found within the undergraduate nursing
curriculum and the practical application of these concepts in
the clinical setting, the research team decided to adopt an
effective pedagogical active learning strategy, team-based
learning (TBL). Team-based learning shifts the traditional
course design to focus on higher thinking skills to integrate
desired knowledge [2]. The purpose of this paper is to
discuss the impact of course design with the integration of
TBL in an undergraduate nursing research course on
increasing higher order thinking.
[1] American Association of Colleges of Nursing, The
Essentials of Baccalaureate Education for Professional
Nursing Practice, Washington, DC: American Association
of Colleges of Nursing, 2008.
[2] B. Bloom, Taxonomy of Educational Objectives,
Handbook I: Cognitive Domain, New York: McKay,
1956. Full Text
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