Implementing Collaborative Learning in Prelicensure Nursing Curricula

Abstract

This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

Strategies of active learning methodologies in nursing education: an integrative literature review

“…Implementing Collaborative Learning in Prelicensure Nursing Curricula Student Perceptions and Learning Outcomes (16) 2015 UNITED STATES OF AMERICA Action Research n = 346…”

“…Cooperative learning, based on three theoretical structures, namely social interdependence, behavioral learning and cognitive learning theories, occurs when students work interdependently in groups to achieve shared learning objectives. This strategy teaches students to work with each other, to trust and to be receptive to each other and to the learning environment, taking into account the experience that colleagues bring (16) . In addition to the possibility of active learning, cooperative learning allows a process of self-reflection, because in collective contact, the student is able to identify his/her strengths and weaknesses within the content discussed (37) .…”

“…The ability to work in groups and to communicate interpersonal are considered essential conditions for the training of nurses, since nursing is a profession practiced essentially in teams, which makes it necessary to understand the ways of dealing with communication in the group process. This capacity is especially developed through strategies such as problematization, flipped classroom, simulation and LFT (10,(12)(13)16,29,37) .…”

“…Students' difficulties with active learning methodologies occur, for example, when they do not read the content before class, thus failing to take responsibility for learning; or when the colleague in the group is unable to clearly convey the knowledge obtained from the searches made and therefore feels anguished to know whether others have been able to understand the content past or not (16,24) .…”

Nursing Faculty Considerations in Closing the Gaps of Interprofessional Education

“…Incorporating IPE within a curriculum requires commitment and flexibility from the faculty (Pare' et al, 2012;Schoening et al, 2015). Bleich (2016a) addresses the selection of faculty as one of the most significant predictors of IPE program success.…”