The Effects of Cooperative Learning Method in Nursing Teaching: A Meta-Analysis
School of Nursing, Yanbian University, Yanji 133002, China
| Abstract: | Background Collaborative learning pedagogy has become a widely recognised teaching method both nationally and internationally. There is a large number of studies on its application in nursing teaching, However, evidence for the effectiveness of the method in nursing teaching remains scarce. Objective This meta-analysis was designed to systematically discuss the effect of cooperative learning method in nursing teaching. Methods The following Chinese and English databases were searched for relevant articles: CNKI, Wanfang database, VIP, PubMed, EMbase, Medline, Web Of Science and Cochrane Library. The search encompassed the establishment of these databases up until October 2021. Two reviewers separately entered the data into Review Manager Software 5.3. Results A total of 10 studies were reviewed and included 1126 nursing students. The results showed that cooperative learning method could improve the comprehensive performance score [SMD = 2.05, 95%CI (0.41, 3.68)], P = 0.01], theoretical knowledge score [SMD = 1.00, 95%CI (0.51, 1.48), P < 0.0001], and operational assessment score [SMD = 1.37, 95%CI (0.87, 1.88), P < 0.0001] in nursing students compared with traditional teaching method. In terms of teaching effect, cooperative learning method can improve nursing students' learning interest and initiative, strengthening communication ability and enhancing teamwork consciousness, so as to help promote teacher-student interaction, and maximize learning effect. Conclusions The use of cooperative learning teaching method in nursing teaching can promote the mastery and application of knowledge, cultivate comprehensive ability and improve the overall quality of nursing students, which is worthy of further promotion and application in nursing education. |
| Keywords: | Cooperative Learning Method; Nursing; Meta-Analysis |
| DOI: | 10.57237/j.nhres.2022.01.001 |
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Received: 8 August 2022
Accepted: 15 September 2022
Published Online: 1 November 2022
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