Other Titles
Promoting a Culture of Undergraduate Research Through Collaborative Learning [Symposium]
Abstract
Session presented on Friday, April 8, 2016:
Group work for students in an academic setting is often discouraging for both students and the instructor. Students complain that groups often include students who are not motivated to master a concept or assignment and/or students who do not possess the same skill set as other members of the group. Often a subset of the original group takes responsibility for completing the assignment allowing the remaining students to not participate as required or expected. Instructors are frequently called upon to govern the group when problems with participation occur and are asked to 'force non-participating students' to do their share of the work. Collaborative in nursing education encourages students to take an active role in their learning. Evolving from social learning theories and constructivism, collaboratively learning can improve both the process and outcomes of learning in nursing education. When properly implemented, students become responsible for their learning as well as the learning of their group members. Strategies for positive collaborative learning include considering group size in light of the assignment, establishing basic rules for group participation, promoting group communication, maintaining an instructor presence that changes as the project evolves, use of the group charter for group governance, and incorporating appropriate technology to promote group process. Consideration should also be given to assessment methods for the group project from both the instructor and individual group members. Self-assessment promotes a more active ownership in the outcomes of the group. Critical thinking, leadership, and communication skill development is evident in collaborative learning teams. Self-awareness of personal strengths and weaknesses become evident through open discussions with group members. Students helping students better reflect the 'real world' experiences. These experiences also transfers easily for the graduate nurse to the practice setting of working within a multi-disciplinary team. Examples from both online and face-to-face classrooms will be presented.
Sigma Membership
Mu Xi
Lead Author Affiliation
Clarion University of Pennsylvania, Clarion, Pennsylvania, USA
Type
Presentation
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Collaborative Learning, Undergraduate Nursing Education, Research
Recommended Citation
Falvo, Nancy C., "Integrating collaborative learning in nursing education" (2016). NERC (Nursing Education Research Conference). 44.
https://www.sigmarepository.org/nerc/2016/presentations_2016/44
Conference Name
Nursing Education Research Conference 2016
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2016
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Integrating collaborative learning in nursing education
Washington, DC, USA
Session presented on Friday, April 8, 2016:
Group work for students in an academic setting is often discouraging for both students and the instructor. Students complain that groups often include students who are not motivated to master a concept or assignment and/or students who do not possess the same skill set as other members of the group. Often a subset of the original group takes responsibility for completing the assignment allowing the remaining students to not participate as required or expected. Instructors are frequently called upon to govern the group when problems with participation occur and are asked to 'force non-participating students' to do their share of the work. Collaborative in nursing education encourages students to take an active role in their learning. Evolving from social learning theories and constructivism, collaboratively learning can improve both the process and outcomes of learning in nursing education. When properly implemented, students become responsible for their learning as well as the learning of their group members. Strategies for positive collaborative learning include considering group size in light of the assignment, establishing basic rules for group participation, promoting group communication, maintaining an instructor presence that changes as the project evolves, use of the group charter for group governance, and incorporating appropriate technology to promote group process. Consideration should also be given to assessment methods for the group project from both the instructor and individual group members. Self-assessment promotes a more active ownership in the outcomes of the group. Critical thinking, leadership, and communication skill development is evident in collaborative learning teams. Self-awareness of personal strengths and weaknesses become evident through open discussions with group members. Students helping students better reflect the 'real world' experiences. These experiences also transfers easily for the graduate nurse to the practice setting of working within a multi-disciplinary team. Examples from both online and face-to-face classrooms will be presented.