NURS 144: Community Health Nursing

Reflection on Instructional Change:

I implemented a practice from "Using Groups to Ensure Active Online Learning", specifically "Preparing Students to Work in Teams". In NURS 144, we use team-based learning, with teams assigned by faculty, based on clinical site, not on student preference. Group / team assignments contribute almost half of the course grade for each student. Working in teams can be challenging for students, particularly online. I implemented team contracts to strengthen group work, improve the quality of group deliverables, and support students as they establish expectations and hold themselves and their peers accountable for meeting these. I created a Team Contract group assignment, provided students with guidance and examples of team contracts, and gave them time to work on developing a team contract during class. Contracts were uploaded to Canvas, and I provided feedback and asked for revision if needed.

Students reported that developing the team contract helped them to clarify assignment due dates, including process milestones / steps, ensure they could communicate readily with their team members, identify their peers and their own strengths that could contribute to group assignments, and specify the behaviors most important to team function. They also reflected on the value of creating their own team contract, rather than simply filling in and signing a specific template.

The Observe and Analyze videos in this FLC were particularly helpful in building my knowledge, skills and confidence, especially when combined with discussion boards where faculty peers shared what they learned. I have a folder full of great ideas and resources from the Implementation Resources, and will continue to review and implement these over time. There is never enough time to do everything during the FLC, so having these resources to refer to is a great bonus.

An important take away from my Observe and Analyze Session was a reminder of the value of sharing ideas / plans / strategies with colleagues! The comments, feedback and affirmation that this session provided was so welcome, especially at a time when we are physically distanced.

The first page of the example provided illustrates how team members identified their own strengths (and weaknesses) that they bring to group assignments.

I provided feedback to the team regarding their Team Contract, and offered suggestions for improvement.

Practice and Reflect on: Preparing Students to Work in Teams

Faculty Biography

Head and shoulders image of Bronwyn Fields

I was born in Australia, and have worked as a nurse in Australia, South-East Asia, the Pacific and the US. I earned my Bachelor of Education and my Masters of Public Health degrees in Australia, and my PhD at the University of California Davis. I am passionate about public health, rural health and health workforce issues. I hope to nurture a love of learning, an understanding of the social determinants of health, the strengths and challenges within our healthcare system, and an appreciation of client context in undergraduate and graduate nursing students.

This work was supported by the Developing Hispanic Serving Institution Project INSPIRE