Beccaria Lisa, Kek Megan, Huijser Henk, Rose Jayln, Kimmins Lindy
Department of Nursing and Midwifery, University of Southern Queensland, West Street, Toowoomba, Queensland 4350, Australia.
Learning and Teaching Support, University of Southern Queensland, West Street, Toowoomba, Queensland 4350, Australia.
Nurse Educ Today. 2014 Jul;34(7):1094-103. doi: 10.1016/j.nedt.2014.02.006. Epub 2014 Feb 26.
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.
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.
Data were collected using quantitative surveys.
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.
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.
作为护理专业学生在未来医疗团队中“做好工作准备”过程的一部分，学生需要具备团队协作技能。在高等教育中，布置小组作业是培养团队协作技能的一种教学方法。小组作业不仅是培养有效团队协作技能的重要教学方法，还用于激发深度学习。然而，迄今为止，关于小组作业对学生学习方法的影响缺乏相关研究。本研究旨在探讨学生、小组作业特征及其学习方法之间的相互关系。
采用调查设计，在一项有针对性的学术技能发展干预之前和之后进行，该干预特别关注团队协作技能的发展。样本包括在澳大利亚一所地区性大学攻读护理学学士学位的一年级本科护理学生。共有92名学生完成了预调查，102名学生完成了后调查。
使用定量调查收集数据。
发现元认知意识最能预测深度学习方法。年龄较小以及在小组作业中感到不适是表面学习方法的两个预测因素。
研究结果表明，护理教育工作者应制定策略，支持学生在小组作业方面的元认知意识，并支持那些在与他人合作时感觉不太自在的学生。
