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Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes
Anne M Schoening1, M Susan Selde, Joely T Goodman
1Author Affiliations: Assistant Professor, Maternal/New Born Nursing (Dr Schoening), Academic Success Coordinator (Ms Selde), Assistant Professor (Ms Goodman), Nurse Practitioner, Department of Obstetrics & Gynecology, and Adjunct Assistant Professor, College of Nursing, The University of Oklahoma Health Sciences Center (Dr Tow), Oklahoma City; Assistant Professor (Dr Selig), College of Nursing; Director of Biostatistics (Dr Wichman), Office of the Associate Vice Provost for Research & Scholarship; Assistant Dean for Student Affairs (Dr Cosimano), College of Nursing; and Professor, School of Pharmacy and Health Professions, and Principal Scientist, Center for Health Services Research and Patient Safety (Dr Galt), Creighton University, Omaha, Nebraska.
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.
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