الفهرس 
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Abstract
A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for nursing students. With the calls for transformation, innovation, and excellence in nursing education. Team-based learning, an innovative teaching strategy, designed to enhance the quality of learning through the use of high-performing learning teams. The principle behind team-based learning is that students working together as a team are capable of achieving a higher level of learning than individual students alone and may be effective in teaching necessary skills to nursing interns, such as critical thinking, professionalism, communication, conflict management, and interprofessional teamwork.
The aim of the present study identify the effectiveness of implementing team building strategies program for nursing- interns by using team-based learning at Benha University Hospital through; designing and implementing team building strategies program for nursing- interns using team based learning, measuring nursing-interns readiness assurance to TBL, evaluating the effectiveness of the designed program on nursing interns’ knowledge and skills, identifying nursing –interns’ attitude toward team based learning, and determining nursing- interns preference team based learning or traditional methods.
To fulfill the aim of the study one hypotheses was formulated and tested; nursing- interns who exposed to team based learning have higher scores in knowledge and skills about team building strategies than the non-exposed group.
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Summary
The current study was conducted at ” Medical and Surgical Clinical Departments” of Benha University Hospital where nursing interns were trained. The subjects who participated in this study nursing interns who were enrolled in the internship year 2012/ 2013 at the Faculty of Nursing. included (69) nursing-interns divided into two groups; a control group (traditional learning )(35) and experimental group (34) (team based learning).
Tools used for data collection were developed by the investigator the following first “Getting to know participant questionnaire”; for ice breaking and help in forming diverse teams, it consisted of 21 questions. Second “Readiness assurance test for TBL”; it consisted of 30 items and contained two parts: (a) Individual readiness assurance test (IRAT); to ensure from nursing-interns readiness to apply knowledge in class activities. (b) Group readiness assurance test (GRAT); to ensure from individual members have prepared for the group work. Third Team building knowledge questionnaire; in order to assess the nursing interns’ team building knowledge, it consisted of 50 questions.
”Team building skills checklist” as the fourth tool, it divided into two parts: (a)Observational checklist for team building strategies practice; in order to assess nursing interns ’skills regarding to team building strategies , it consisted of 59 items with regards to commitment (8 items), contribution (12 items), communication (10 items), cooperation (5 items), conflict management (7 items), connection (7 items), and change management (4 items). (b) Observational checklist for team leader skills; in order to describe team leader behavior regarding to team , it consisted of 21 items. Fifth ”Self evaluation checklist” ; for increase nursing intern`s responsibility and develop better understanding of their
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Summary
own subjectivity and judgment, it consisted of 20 items. Sixth” Peer evaluation checklist”; for lift the role and status of the nursing intern`s from passive learner to active learner and assessor, it consisted of 20 items.