A cross-sectional study: Collaborative learning approach enhances learning attitudes of undergraduate nursing students

  • Wong MF Florence

Abstract

Collaborative learning approach is an effective teaching method to receive optimal achievement in knowledge and skills. Since nursing is a profession that emphasizes multidisciplinary collaboration, collaborative learning approach has been commonly adopted in current nursing education to maximize students’ learning and develop their collaborative attributes. It is important that learning attitudes shall be positive to reach benefits of collaborative learning. This study was to examine how learning attitudes of nursing undergraduate students in respond to collaborative learning approach. The results may help nursing school administrators design more appropriate learning activities and give educators insights to implement collaborative learning approach more effectively.

Abstract

Collaborative learning approach is an effective teaching method to receive optimal achievement in knowledge and skills. Since nursing is a profession that emphasizes multidisciplinary collaboration, collaborative learning approach has been commonly adopted in current nursing education to maximize students’ learning and develop their collaborative attributes. It is important that learning attitudes shall be positive to reach benefits of collaborative learning. This study was to examine how learning attitudes of nursing undergraduate students in respond to collaborative learning approach. The results may help nursing school administrators design more appropriate learning activities and give educators insights to implement collaborative learning approach more effectively.

Published
2018-01-26
How to Cite
FLORENCE, Wong MF. A cross-sectional study: Collaborative learning approach enhances learning attitudes of undergraduate nursing students. GSTF Journal of Nursing and Health Care (JNHC), [S.l.], v. 5, n. 1, jan. 2018. ISSN 2345-7198. Available at: <http://dl6.globalstf.org/index.php/jnhc/article/view/1248>. Date accessed: 20 jan. 2019.