Effects of cooperative learning on undergraduate nursing students: a quasi- experimental study

Abstract

Aim: This study evaluated the effect of cooperative learning on the attitude, satisfaction, and performance of undergraduate nursing students enrolled in community nursing courses. Design: A one-group pretest-posttest quasi-experimental design. Methods: This study was conducted at a university in northern Taiwan. A total of 49 fourth-year nursing students were included in the study. The students' attitude toward cooperative learning was measured using the Chinese version of the Group Cooperative Learning scale at three time points: before the intervention, after the 8-week preclinical course intervention, and after a 5-week clinical practicum. Course satisfaction was evaluated using a structured survey. Data were analyzed with descriptive and inferential statistics. One-way repeated-measures analysis of variance was used to determine changes in attitude over time. Results: The students' attitude toward cooperative learning was significantly improved after the intervention (p<0.05), with continued enhancement after the clinical practicum. The rates of course satisfaction were high, indicating a positive reception of the cooperative learning format. Clinical instructors reported enhanced group dynamics and individual accountability during the community nursing practicum. Implications for an International Audience: Implementing cooperative learning can help nursing educators across different cultural and institutional settings foster critical thinking, problem-solving abilities, and teamwork skills. This study supports the global integration of cooperative learning into nursing curricula, emphasizing its role in preparing students for collaborative, patient-centered care in diverse healthcare environments. Conclusions: Cooperative learning significantly benefits undergraduate nursing students by improving attitude, academic and practical performance, and course satisfaction.