Implementing collaborative learning in Prelicensure nursing curricula: Student perceptions and learning outcomes

Anne M. Schoening, M. Susan Selde, Joely T. Goodman, Joyce C. Tow, Cindy L. Selig, Chris Wichman, Amy Cosimano, Kimberly A. Galt

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

Original languageEnglish (US)
Pages (from-to)183-188
Number of pages6
JournalNurse educator
Volume40
Issue number4
DOIs
StatePublished - Jul 11 2015

Keywords

  • Active learning
  • action research
  • collaborative learning
  • nursing education
  • teaching strategies

ASJC Scopus subject areas

  • Nursing(all)
  • Education
  • Fundamentals and skills
  • LPN and LVN

Fingerprint Dive into the research topics of 'Implementing collaborative learning in Prelicensure nursing curricula: Student perceptions and learning outcomes'. Together they form a unique fingerprint.

  • Cite this

    Schoening, A. M., Selde, M. S., Goodman, J. T., Tow, J. C., Selig, C. L., Wichman, C., Cosimano, A., & Galt, K. A. (2015). Implementing collaborative learning in Prelicensure nursing curricula: Student perceptions and learning outcomes. Nurse educator, 40(4), 183-188. https://doi.org/10.1097/NNE.0000000000000150