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Nursing Undergraduates' Experiences and Expectations With In-Classroom Cooperative Learning: A Descriptive
Yuanyue Ren1, Jingjing Wang, Yunjing Qiu
1Author Affiliations: School of Nursing and Health, Zhengzhou University, Zhengzhou City, Henan Province, China (Ms Ren, Ms J. Wang, Ms Shi, Ms S. Chen, Ms J. Chen and Dr Lin); School of Nursing and Midwifery, Faculty of Health, University of Technology Sydney, Sydney, Australia (Dr Qiu); and School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Dr S. Wang).
Background:
Although cooperative learning is widely implemented in nursing education, undergraduates' classroom experiences and expectations remain insufficiently understood.
Purpose:
The aim was to explore nursing undergraduates' experiences and expectations of cooperative learning in the classroom.
Methods:
A descriptive phenomenological study was conducted with 14 second-year nursing undergraduates recruited through purposive and snowball sampling. Face-to-face semi-structured interviews were analyzed using thematic analysis.
Results:
Three themes were identified: (1) a double-edged experience, including perceived benefits, frustrations, and difficulties; (2) influencing factors, including prompting factors and barriers; and (3) expectations for improvement, including expectations for group members, teachers, personal improvement, and environment. A central finding was the stark contrast between students' expectations of active and equitable cooperation and the reality of uneven participation and social pressures to conform for group harmony.
Conclusions:
This study highlights a significant gap between expectation and reality in cooperative learning. Enhancing effectiveness requires explicit guidance, fair task design, and a supportive classroom climate.
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