The effects of cooperative learning on students enrolled in a level 1 medical-surgical nursing course.
This study was undertaken to create an environment that the literature contends will be more conducive to learning and one that will build the necessary social skills impacting students' performance. These social skills are essential if a nurse is to be effective in her role as a competent provider of care as well as an effective member of the inter-disciplinary health care team. The concept of cooperative learning was applied to nursing theoretical content in an effort to (a) decrease attrition rates in a first level medical-surgical nursing course, (b) increase student's knowledge and (c) enhance student's patient-teaching skills. Increased knowledge was assessed by student's performance on teacher-made paper and pencil examinations. The Classroom Life Instrument questionnaire was used for feedback on the teaching strategy and the Griffin tool was the basis for the pre-test and post-test assessment and implementation of the patient teaching plan.
Gumbs
J
J
Department of Nursing, Medgar Evers College, City University of New York, 1150 Carroll Street, Brooklyn, NY 11225, USA.
D003299:Cooperative Behavior; D003479:Curriculum; D004507:Education, Nursing, Associate; D006801:Humans; D007400:Interprofessional Relations; D009723:Nurse-Patient Relations; D013527:Perioperative Nursing / Q000193:education*; D012951:Socialization