Nursing has long been searching for creative ways to assure students’ abilities to improve clinical reasoning and communication. Finding strategies to relate didactic content to clinical application has been a challenge for educators, resulting in students entering the clinical site ill prepared to connect concepts from didactic lecture for clinical application. Medical education has found success in the use of team-based learning (TBL) as a pedagogically sound strategy in which to bridge the gap between course content and application from the classroom to the clinical site. An immediate need for change in pedagogical strategies was identified resulting in a redesign of a Baccalaureate obstetrical (OB) nursing course to an interactive, student-accountable environment of TBL.