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Related Concept Videos

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Implementation is the execution of the nursing care plan developed during the planning phase.
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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Related Experiment Video

Updated: Jun 11, 2025

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A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental

Bao-Huan Yang1, Chia-Ying Chung2, Yuh-Shiow Li3

  • 1School of Nursing, Chang Gung University of Science and Technology, No. 261, Wenhua 1st Road, Guishan District, Taoyuan 33303, Taiwan; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, No.5, Fuxing St., Guishan Dist., Taoyua 33303, Taiwan.

Nurse Education in Practice
|October 2, 2024
PubMed
Summary

A cooperative learning intervention significantly improved paediatric nursing knowledge and problem-solving confidence in nursing students during simulation-based courses. This approach enhances learning outcomes and can be easily integrated by nurse educators.

Keywords:
Nursing educationPaediatricsProblem solvingSimulation training

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Area of Science:

  • Nursing Education
  • Medical Simulation
  • Cooperative Learning

Background:

  • Cooperative learning enhances student engagement and learning outcomes.
  • Simulation-based courses are crucial for nursing students to practice skills when hands-on experience is limited.
  • Integrating cooperative learning into these courses may improve overall student performance.

Purpose of the Study:

  • To evaluate the impact of a cooperative learning intervention on outcomes in a simulation-based paediatric nursing course.
  • To assess improvements in problem-solving attitude, cooperative learning experience, and paediatric nursing knowledge.

Main Methods:

  • A quasi-experimental study with pre-test/post-test design involving 110 third-year nursing students.
  • One group received a cooperative learning program, while the control group received standard instruction.
  • Paired t-tests and ANCOVA were used to compare pre-test and post-test scores between groups.

Main Results:

  • Students in the intervention group achieved significantly higher final exam scores (85.26) compared to the control group (83.61).
  • No significant differences were found in overall problem-solving attitude or cooperative learning experience scores between the groups.
  • Specific correlations were observed between problem-solving subscales and cooperative learning subscales within the intervention group.

Conclusions:

  • The cooperative learning intervention led to enhanced paediatric nursing knowledge and improved problem-solving confidence among nursing students.
  • The intervention effectively facilitated simulation-based learning and boosted students' confidence in addressing problems.
  • Nurse educators can readily implement this intervention in paediatric nursing courses to strengthen students' problem-solving skills.