Students' preferences for collaborative learning processes.
Collaborative learning processes facilitate problem solving for nurses practicing in multidisciplinary settings. The purpose of this research was to compare preferences of "nontraditional"- and "traditional-aged" students for instructional methods for Associate Degree nursing education. First- and second-year nursing students from nine randomly selected community college programs in North Carolina voluntarily completed the Student Orientations Survey (Morstain, 1976). The survey assessed instructional preferences regarding the purpose of obtaining an associate degree (achievement or imaging), the process (assignments or independent study), and the desired degree of collaboration with faculty (assessment and collaborative interaction). By ANCOVA, first-year students and those recently out of high school were more achievement oriented. First-year students preferred structured assignments and assessment. Older students were inquiry oriented. Second-year students preferred independent study. Second-year students and those aged 18 to 22 years preferred collaborative interaction learning. Ethnic and gender preferences were identified for inquiry and interaction learning.
Metcalfe
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Maryland Community College, Spruce Pine, NC, USA.
D000293:Adolescent; D000328:Adult; D001291:Attitude of Health Personnel; D003299:Cooperative Behavior; D004507:Education, Nursing, Associate / Q000379:methods*; D006801:Humans; D007858:Learning; D013338:Students, Nursing / Q000523:psychology*