Tag Archives: FeaturedResource

TBLC Featured Resource Health Assessment: Pulling it all Together!

Title: Health Assessment: Pulling it all Together!
Authors: Pam Johnson
Affiliations: University of South Alabama
Resources available with this module: Readings, application exercise
Context: NU 325 Nursing Health Assessment
This TBL module is used as a culminating learning activity in an undergraduate nursing health assessment course. These students are in their first semester of nursing classes (Junior year). These students will be entering the clinical setting the following semester, so they must have a strong foundation in health assessment skills. This course is taught every semester and there are anywhere from 50 – 130 students enrolled. Throughout the semester, content is taught based on body system (Cardiovascular, Respiratory, Abdomen, etc.) This module was created in order to plunge students into application of knowledge gained throughout the semester to complex clinical scenarios.

Required Reading•   Read the article: Crowe, S., Ewart, L., Derman, S. (2017). Something isn’t right: The subtle changes of early deterioration. Nursing Made Incredibly Easy! DOI-10.1097/01.NME.0000508537.59047.b3•   Read p. 3, 4, 5 including Table 1-1; p. 804-805 SBAR in Textbook: Jarvis, C. (2016). Physical examination and health assessment (7th ed.). Philadelphia: Saunders•   Review the PowerPoint presentation on Vital Signs, and Evidence-Based Assessment•   Watch this Introduction to Team-Based Learning Video: http://camtasia.usouthal.edu/Camtasia/pamjohnson/Introduction_to_TBL_-_20170424_165259_16.html•   Review the Student Database Document and Student Guidelines Document
Objectives•   Determine what patient data is considered normal versus abnormal.•   Recognize signs of clinical deterioration in an unfolding patient case.•   Demonstrate effective communication skills using the SBAR (Situation, Background, Assessment, and Recommendation) tool to report patient deterioration to a healthcare provider.
 For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.

TBLC Featured Resource Bad Blends: An Introduction to Pharmacology

Title: Bad Blends: An Introduction to Pharmacology
Authors: Sarah Lerchenfeldt and Rodney Nyland
Affiliations: Oakland University William Beaumont School of Medicine
Resources available with this module: Readings, iRAT, application exercise and facilitator guide
Context: Biomedical Sciences Summer Program
The Bad Blends TBL was created for biomedical science high school summer programs. It has been used for three years and was completed in two different settings. In one setting, it was delivered in two ninety-minute sessions over a two-week period. In was also delivered as one two-hour session. The first session included an introduction to basic pharmacology. The second session was the actual TBL activity. In both cases there were 25-30 students split into 5-6 teams. The intent was to introduce students to the TBL instructional strategy, as well encourage their interest and curiosity in health sciences. 

Required Reading
The preparatory material (attached) is a content outline that contains necessary information that the students must know about pharmacokinetics and pharmacodynamics. The handout provides all necessary information to answer the RAT questions. The PowerPoint slides that review pharmacokinetics and pharmacodynamics can also be used as part of the preparatory material. 

Version 1
If the opportunity for two separate sessions is provided, the students will have more time to research concepts and digest the material before taking part in the TBL. It also allows for additional information that students have found interesting (examples of computational modeling for drug design). 

Version 2
If the opportunity for one session is provided, the students will not have time to research concepts, although an introduction to basic pharmacology can still be provided.


  • Explain how the body affects drugs (pharmacokinetics).
  • Explain how drugs affect the body (pharmacodynamics).
  • Evaluate potential drug-drug and drug-food interactions and their likely effect on the body.
  • Formulate recommendations for patients in which there is a concern for drug-drug or drug-food interactions.
  • Participate in the TBL activity in a professional and respect manner.

For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.