| Team-based learning (TBL) is a multiphase pedagogical approach that requires active student participation and collaboration. There is evidence of improved student outcomes with team-based learning (TBL), but research on the impact of TBL on student learning behaviors is limited. Specifically, the extent to which TBL promotes self-directed learning: capacity for students to organize, regulate, and execute learning activities. The purpose of this study was to examine to what extent TBL, in two foundational undergraduate nursing courses, affected student self-directed learning readiness and academic performance. A quasi-experimental post-test design was used to assess the effect of TBL on self-directed learning. A convenience sampling of undergraduate nursing students enrolled in a large suburban university were recruited to participate in this study. The control group was educated using traditional teaching and learning strategies of mostly lecture-based instruction, and the experimental group received TBL infused curriculum during one college semester. Self-directed learning readiness was quantified using the Self-Directed Learning Readiness Assessment, a measurement tool for which validation research has produced satisfactory validity and reliability. The implementation of TBL design and faculty facilitation were evaluated to ensure fidelity. Results showed that the TBL intervention significantly increased student self-directed learning readiness. Additionally, students in the TBL group academically outperformed students in the control group on a national standardized examination. These findings support the use of TBL pedagogy in foundational undergraduate courses to improve student academic performance and enhance student self-directed learning readiness, a desired attribute of the college graduate. |
