Utilizing Team Based Learning in Nursing Education Incorporating peer evaluation into assessment Mona P. Klose, MS, RN, CPHQ Sarah 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: Tools 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: 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: 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”

Barriers of TBL in Nursing 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

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