Award Date


Degree Type


Degree Name

Doctor of Philosophy in Nursing



First Committee Member

Tish Smyer, Chair

Second Committee Member

Michele Clark

Third Committee Member

Nancy York

Graduate Faculty Representative

Chad Cross

Number of Pages



With calls for transformation, innovation, and excellence in nursing education from national bodies of nursing, nurse educators must determine the best possible teaching strategies to meet educational standards. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be more effective than current teaching pedagogies in meeting the needs of nurse educators.

The purpose of this study was to (a) examine differences in student engagement between baccalaureate nursing students taught using team-based learning and those taught using traditional lecture, (b) examine how levels of engagement affected examination scores, (c) examine potential differences in student examination scores between baccalaureate nursing students taught using team-based learning and those taught using traditional lecture, (d) examine how accountability affects Readiness Assurance Test scores, and (e) determine whether a newly developed instrument accurately measured the three subscales.

This quasi-experimental study used a control group comprised of 74 students taught using traditional lecture and an experimental group comprised of 69 students taught using team-based learning. Students were asked to complete a demographic information form and the "Classroom Engagement Survey." The experimental group also completed the "Team-Based Learning Student Assessment Instrument." Examination scores and Readiness Assurance Test scores were also obtained after consent.

Findings showed significant differences in student engagement (p < .001). Repeated measures analysis of variance was used to analyze examination scores and indicated a significant effect within subjects (p < .001). Mixed results were found regarding relationships between student engagement and examination scores and also accountability and scores on the Readiness Assurance Tests. Psychometric testing on the "Team-Based Learning Student Assessment Instrument" indicated it to be a valid and reliable instrument.

Although this study did not find team-based learning to be better than traditional lecture in some areas, the findings regarding examination scores do suggest that team-based learning is at minimum equally as effective as traditional lecture. Furthermore, this study proves that team-based learning provides a more engaging learning environment for students when compared to traditional lecture and, therefore, has the potential to enhance nursing education and provide a more positive teaching and learning environment for both nurse educators and students.


Accountability; Adult learning; College teachers; Engagement; Instrumentation; Nursing – Study and teaching; Nursing students; Psychometric testing; Teaching; Team-based learning


Curriculum and Instruction | Nursing

File Format


Degree Grantor

University of Nevada, Las Vegas




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