The interrelationships between student approaches to learning and group work

Abstract

Keywords:Nursing education Group work First-year experience Student approaches to learning 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.© 2014 Elsevier Ltd. All rights reserved. IntroductionDeveloping group work skills amongst students is seen as crucial, not only within university and professional contexts, but also more broadly as part of lifelong learning (Lizzio and Wilson, 2006;Noonan, 2013). Undergraduate nursing students need to develop a range of skills that relate to being an effective group member in the university environment, and as members of health care teams in clinical settings to deliver effective and safe patient and family care (Chapman, 2006;Oldenburg and Hung, 2010;Rossen et al., 2008). National Competency Standards for Registered Nurses form the foundation for undergraduate nursing programmes to deliver graduates that contribute to quality nursing care through lifelong learning and professional development of themselves and others, and who demonstrate professional practice aligned with the health needs of the population (Nursing and Midwifery Board of Australia, 2013). To contribute to achieving these goals, it is common for nursing educators to use group work, particularly with first-year students, as a means to develop effective group work skills and deep learning from the beginning of their studies.Supporting the development of these skills early on in a programme of study has the potential for higher student satisfaction and may lead to better group work outcomes (Bonanno et al., 1998;Burdet...

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