Team-Based Learning in the Clinical Setting: Perspectives of Doctor of Nursing Practice Students

Background: Team-based learning is a teaching modality that meets at the intersection of active learning, teamwork, and assimilation of complex course concepts to prepare students for lifelong learning. Yet little is known about how principles of team-based learning could be employed outside of the classroom. Objective: To provide direction as to how principles of team-based learning could be applied to the "real-world" clinical setting. Methods: The synthesis is the result of a class discussion among practicing DNP (Doctor of Nursing Practice) students (n = 16) at an urban university. Results: Students perceived that the application of team-based learning in the clinical setting could reduce isolationism and improve interprofessional communication, job satisfaction, respect, quality of care, cost effectiveness, coordination of care, efficiency, and patient safety. Projects that might benefit from this approach include those that involve difficult or complex cases in which the correct answer is challenging or debatable. Nevertheless, logistical, financial, and complicated power dynamics were perceived as potential barriers. Conclusions: Team-based learning can be effectively applied to the clinical setting, although perceived barriers must be addressed. Implications for Nursing: When applied to an appropriate clinical problem or clinical setting, team-based learning may have the potential to advance lifelong learning by following a structured, yet provider-centric approach.