Lisa Beccaria1, Megan Kek2, Henk Huijser3, Jayln Rose4, Lindy Kimmins5. 1. Department of Nursing and Midwifery, University of Southern Queensland, West Street, Toowoomba, Queensland 4350, Australia. Electronic address: lisa.beccaria@usq.edu.au. 2. Learning and Teaching Support, University of Southern Queensland, West Street, Toowoomba, Queensland 4350, Australia. Electronic address: megan.kek@usq.edu.au. 3. Research, Teaching & Learning Division, Batchelor Institute of Indigenous Tertiary Education, Batchelor, Northern Territory 0845, Australia. Electronic address: henk.huijser@batchelor.edu.au. 4. Department of Nursing and Midwifery, University of Southern Queensland Fraser Coast Campus, 161 Old Maryborough Road, Hervey Bay, Queensland 4655, Australia. Electronic address: jayln.rose@usq.edu.au. 5. Learning and Teaching Support, University of Southern Queensland, West Street, Toowoomba, Queensland 4350, Australia. Electronic address: lindy.kimmins@usq.edu.au.
Abstract
BACKGROUND AND AIM: As part of the process of nursing students becoming 'work ready' within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning. DESIGN AND PARTICIPANTS: A survey design was used, before and after a targeted academic skills development intervention, which had a specific focus on the development of group work skills. The sample involved first year undergraduate nursing students undertaking a Bachelor of Nursing programme at a regional university in Australia. A total of 92 students completed the pre-survey, and 102 students completed the post-survey. METHOD: Data were collected using quantitative surveys. RESULTS: Metacognitive awareness was found to best predict a deep approach to learning. Young age and experiencing discomfort in group work were two predictors of a surface approach to learning. CONCLUSION: Findings indicate that nurse educators should develop strategies that support students' metacognitive awareness in relation to group work, and also support those students who feel less comfortable in working with others.
BACKGROUND AND AIM: As part of the process of nursing students becoming 'work ready' within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning. DESIGN AND PARTICIPANTS: A survey design was used, before and after a targeted academic skills development intervention, which had a specific focus on the development of group work skills. The sample involved first year undergraduate nursing students undertaking a Bachelor of Nursing programme at a regional university in Australia. A total of 92 students completed the pre-survey, and 102 students completed the post-survey. METHOD: Data were collected using quantitative surveys. RESULTS: Metacognitive awareness was found to best predict a deep approach to learning. Young age and experiencing discomfort in group work were two predictors of a surface approach to learning. CONCLUSION: Findings indicate that nurse educators should develop strategies that support students' metacognitive awareness in relation to group work, and also support those students who feel less comfortable in working with others.
Authors: Gry Mørk; Trine A Magne; Tove Carstensen; Linda Stigen; Lene A Åsli; Astrid Gramstad; Susanne G Johnson; Tore Bonsaksen Journal: BMC Med Educ Date: 2020-04-20 Impact factor: 2.463