The effect of cooperative learning on nursing students' creative thinking disposition and self-regulated learning

This study aimed to determine the effect of a nursing education course based on the cooperative learning model on the creative thinking disposition and self-regulated learning skills of students preparing to provide patient education.

This was a quasi-experimental study with a one-group pretest-post-test design. The study sample included 91 third-year students enrolled in the Education in Nursing course during the 2022-2023 academic year. Data were collected before and after the education session using a Student Information Form, the Self-regulated Learning Scale in Clinical Nursing Practice (SRLSCNP), and the Marmara Creative Thinking Dispositions Scale (MCTDS).

Compared to pre-education values, the students' post-education creative thinking dispositions and MCTDS sub-dimensions of self-discipline, innovation search, courage, and inquisition were higher. In addition, students' self-regulated learning levels and the motivation sub-dimension were also higher. The study revealed positive relationships between the pre-training flexibility subscale and motivation (r = 0.518; p < 0.001), the self-regulated learning scale (r = 0.682; p < 0.001), and learning strategies (r = 0.717; p < 0.001); and positive relationships between post-training innovation search and the self-regulated learning scale (r = 0.521; p < 0.001), learning strategies (r: 0.533; p < 0.001), and motivation (r: 0.357; p = 0.001).Upon course completion, a statistically significant positive relationship was found between the learning strategies and the self-discipline sub-dimension.

The nursing education course, designed to prepare students for the implementation of patient education and based on a cooperative learning model, contributed to the development of students' creative thinking skills and their ability to learn independently.