The effects of group work as a primary teaching strategy on accomplishment of the course-level program outcomes: A case study

Abstract

Background: Group work is often incorporated into the nursing curriculum because collaborative learning through group work can be helpful to students in promotion of professional competency. However, few studies have attempted to determine whether a course with group work as the primary teaching strategy and its collective learning objectives can fulfill the relevant program outcomes (POs). Purpose: The aims of this study were to (a) examine the extent to which nursing students have positive group work experiences; (b) specify psychosocial interaction or additional group work experiences, and (c) determine the level of fulfillment of the course-level POs as perceived by students. Methods: A selected course, „Fundamentals of Nursing Skills Lab,‟ was designed with the structure employing a group-based, student-led teaching/learning approach. Stepwise processes were undertaken in development of the course, with guided instruction and support provided accordingly. Fundamental nursing skills were assigned to each group, which included 4-5 students. After each group presentation following the course schedule, group members, as facilitators, led students in other groups in learning an assigned skill. Results: Students reported favorable group work experiences, with cooperation being the most valuable, followed by mutual respect, communication, responsibility, and coordination. Student performance was satisfactory, with all students meeting a predetermined level of 80% for summative course evaluation. Conclusions and Implications: The findings of this study support the course design, with group work as a primary teaching strategy; it operates well and shows promise for accomplishment of POs. Employment of such a strategy in course design and curricular management is encouraged. © Research India Publications.