Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

Area of Science:

• Nursing Education
• Pedagogy
• Higher Education

Background:

• Collaborative learning is increasingly integrated into undergraduate nursing curricula.
• Understanding its impact on learning outcomes and student experiences is crucial for program development.

Purpose of the Study:

• To evaluate the effect of collaborative learning on academic performance in nursing students.
• To explore student perceptions of collaborative learning within traditional and accelerated nursing programs.

Main Methods:

• A 3-phase action research design was employed.
• Data were collected from students in both traditional and accelerated undergraduate nursing programs.
• Learning outcomes were assessed via unit examination pass rates.

Main Results:

• No significant difference was observed in unit examination pass rates across the three study phases.
• Student perceptions of collaborative learning were varied, encompassing both positive and negative feedback.
• Analysis revealed a dichotomy in student experiences with collaborative learning strategies.

Conclusions:

• Collaborative learning did not demonstrably alter examination success rates in this nursing cohort.
• Student feedback highlights the need for nuanced implementation and support for collaborative learning initiatives.
• Further research should explore factors influencing student perceptions and optimize collaborative learning strategies in nursing education.