1. 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

2. 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.

3. 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

4. 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

5. 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

6. Discussion
What worked or did not work for you?

7. 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”

8. 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

9. 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

10. 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

11. 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
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