Learning Objective 1: to explain cooperative learning group investigation in a nursing research course.
Learning Objective 2: to compare the impact problem solving, self-efficacy, and socialization before and after the cooperative learning group investigation in a nursing research course.
Methods: The research design was a descriptive study, and participants were 60 undergraduate nursing majors enrolled in a nursing research course. Questionnaires were distributed by a research assistant and students were instructed to put them away until asked to get them out. Group investigation cooperative learning in the nursing research course in this study emphasized five key components; face-to-face interaction, individual and group accountability, interpersonal and small-group skills, positive interdependence, and group processing.
Results: Seven men and 53 women students ranging in age from 20 to 29 years, with a mean age of 22.6 years took part. Significant improvement in scores for problem solving (t=14.05, p<.001), self-efficacy for group work (t=8.65, p<.001), and socialization (t=2.72, p<.05) were found between pre-test and post-test.
Conclusion: The cooperative learning strategy was found to be useful in improving problem solving skills and self-efficacy for group work and socialization of nursing students through learning, explaining, discussing, or sharing what they know with their peers. As this process could help students be prepared as confident and collaborative nurses, it is recommended that it be applied in various academic curricula.