Innovative approaches in nursing education - Enhancing learning efficiency and critical thinking based on cooperative and project-based learning

Q: What teaching approach does the study evaluate?

The study evaluates a blended teaching approach combining Cooperative and Project-Based Learning (CPBL) for vocational nursing students.

Q: How was the study designed and how were groups formed?

An experimental design was used, dividing vocational nursing students into experimental and control groups.

Q: How were learning outcomes assessed?

Learning outcomes were assessed with pre-test and post-test evaluations using the Learning Efficiency Assessment Scale (LEAS) and the Critical Thinking Ability Assessment Scale (CTAAS).

Oct 15, 2026

Upload by Mabel

The article investigates how a blended teaching approach that integrates Cooperative and Project-Based Learning (CPBL) affects vocational nursing students’ critical thinking and learning efficiency, compared with traditional instruction. An experimental design divides students into experimental and control groups; the experimental group receives 20 CPBL sessions while the control group follows conventional teaching. Outcomes are measured via LEAS and CTAAS using pre- and post-tests, showing stronger gains in learning efficiency and critical thinking for the CPBL group.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Article History

Keywords

1. Introduction

Asian Journal of Contemporary Education ISSN(e): 2617-1252 DOI: 10. 55493/5052 . v8i2 .5260 Vol. 8, No. 2, 153-164. © 2024 AESS Publications. All Rights Reserved. Innovative approaches in nursing education: Enhancing learning efficiency and critical thinking based on cooperative and project-based learning Xie Qiuxia1+ Nirat Jantharajit2 Sarit Srikhao3 1,2,3Faculty of Education, Nakhon Thailand. 1Email: [ni5817534@hotmail.com](ni5817534@hotmail.com) 2Email: [n20jann@hotmail.com](n20jann@hotmail.com) 3Email: [sarit63@hotmail.com](sarit63@hotmail.com) Phanom University, Nakhon Phanom, (+ Corresponding author) ABSTRACT Article History Received: 30 October 2024 Revised: 4 December 2024 Accepted: 12 December 2024 Published: 19 December 2024 Keywords Blended teaching approach Cooperative learning Critical thinking Learning efficiency Project-based learning Vocational nursing education. The study investigates the impact of a blended teaching approach combining Cooperative and Project-Based Learning (CPBL) on the critical thinking abilities and learning efficiency of vocational nursing students, aiming to determine its effectiveness compared to traditional teaching methods. The study employed an experimental design, involving vocational nursing students divided into experimental and control groups. The experimental group participated in 20 instructional sessions using the CPBL approach, while the control group received traditional teaching. Learning outcomes were assessed through pre-test and post-test evaluations using the Learning Efficiency Assessment Scale (LEAS) and the Critical Thinking Ability Assessment Scale (CTAAS) . The experimental group demonstrated significant improvements in learning efficiency (M=76.04, t=-10, p<0.05) and critical thinking skills (M=137.6, t=-4.33, p<0.05), while the control group showed only slight increases in learning efficiency (M=75.52, t=-2.316, p<0.05) and critical thinking (M=136.48, t=-2.113, p<0.05) . These results affirm the superior effectiveness of the CPBL approach in fostering critical cognitive and psychomotor skills. This pedagogical strategy offers a robust framework for curriculum designers aiming to improve student performance and engagement in professional education settings. Contribution/ Originality: This study pioneers the integration of Project-Based Learning and Cooperative Learning (CPBL) in vocational nursing education, focusing on its simultaneous impact on critical thinking and learning efficiency. Unlike previous research, it offers a structured evaluation of CPBL’s role in enhancing essential nursing competencies through a tailored experimental design. 1. INTRODUCTION Professional nursing education is the cornerstone of nursing students‘ career development that incorporates essential physical, psychological, and intellectual attributes that are key to improving nursing students’ clinical practice and overall quality of life (Aryuwat, Holmgren, Asp, Radabutr, & Lövenmark, 2024) . It encompasses the comprehensive array of professional knowledge, skills, abilities, and attitudes required for nursing graduates. In addition to preparing students for their professional careers, nursing education meets the pedagogical requirements of the nursing field. In China, nursing faculty are primarily recruited from medical colleges and vocational institutes, with many nursing programs also recruiting faculty from pedagogical colleges, a practice uncommon in other academic fields (Hou et al., 2014) . Many Chinese hospitals play significant roles in the training process, overseeing nursing students' internships and mentoring nurses pursuing advanced education (Zhang et al., 2022) . Larger hospitals frequently participate in teaching clinical nursing theory and training graduate students, identifying teaching as one of their three core responsibilities, alongside medical care and research (Clarke, van der Riet, & Bowen, 2020) . How

FAQs

What teaching approach does the study evaluate?

The study evaluates a blended teaching approach combining Cooperative and Project-Based Learning (CPBL) for vocational nursing students.

How was the study designed and how were groups formed?

An experimental design was used, dividing vocational nursing students into experimental and control groups.

How were learning outcomes assessed?

Learning outcomes were assessed with pre-test and post-test evaluations using the Learning Efficiency Assessment Scale (LEAS) and the Critical Thinking Ability Assessment Scale (CTAAS).

Oct 15, 2026

Upload by Mabel