LAUSR

T oday's health care system and complexities of patient care require that clinicians be collaborative problemsolvers, functioninteams,andusebestevidence to guide practice. TheAmericanAssociation of CollegesofNursingMaster'sandDoctoralEssentialsarticulate the need for clinicians to be competent in their comprehension of scientific underpinnings. Thus, there is a compelling need for graduate students to learn statistical concepts, computation, and interpretation to inform practice. Decisions about technology usage and teaching innovations should be carefully considered and used to best achieve course outcomes. Technology-enhanced learning and team-based learning (TBL) strategies are tools to achieve the goals of statistical comprehension. This article describes the use of TBL to facilitate comprehension of statistical computations in graduate nursing students (master's and doctoral) in a synchronous distance environment. The inception of TBLwas used as an instructional pedagogy to teachbusiness students in the1970s.Thepractice of TBL is grounded in Kolb's experiential learning theory and constructivist learning theory, both of which embracecollaborativelearningandtheapplicationofconcepts over rote memorization. Key elements of TBL include (1) forming consistent groups, (2) student accountability for work, (3) immediate student feedback, and (4) activities and assignments that promote learning. Individual (i) and team (t) ReadinessAssessment Testing (RAT) is an ingredient of TBL that assesses students' attention to preparatory work. Arguably, however, the piece of TBL that impacts learning themost is the team-based application exercise. Literature confirms the benefits of TBL to improve knowledge and retention, and achieve course outcomes. A