Collaborative Learning Experiences of Nursing Students in the Clinical Learning Setting: A Qualitative Study

Document Type : Original Article


1 Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran

2 Assistant Professor, Nursing in University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

3 Professor, Department of Medical Surgical Nursing, School of Nursing & Midwifery, Shahid Beheshty University of Medical Sciences, Tehran, Iran


Introduction: Collaborative learning encourages students to work with peers and leads to the development of problem-solving and communication skills, and the transfer of knowledge learned in the classroom to be used in the clinical setting. This study aims to explain the role of collaborative learning experiences of nursing students in the field of clinical training.
Methods: In this qualitative study, 20 nursing students who experienced specialist clinical training were selected using object-based sampling. The data were collected using semi-structured and focus group interviews. The interviews were transcribed verbatim and the relevant themes were extracted and categorized using content analysis.
Results: The results revealed that group interactions lead to useful experiences in clinical works. It was also shown that collaborative learning affects the clinical success of nursing students. The participants stated that group work in clinical settings is the most important learning experience in the training course. While contributing to learning development, group participation helps the students to deal with the assigned tasks more efficiently and support each other by sharing their knowledge and establishing friendly relations. The themes derived from the data included 1) peer support, 2) clinical reasoning, and 3) group capabilities.
Conclusion: Collaborative learning is an important factor in improving clinical work. The results of the present study underlined the weakness of educational programs in terms of collaborative learning. Therefore, educators and education professionals are recommended to support the development of a suitable context for active and collaborative education and learning.


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