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Background <p>Collaborative learning is one of the important interactive teaching methods in teaching nursing practices. This study aimed to examine the impact of the collaborative learning approach on nursing students’ knowledge levels and self-directed learning skills related to enteral nutrition.</p> Method <p>This research employed an open-label, randomized controlled design with pre-test and post-test measurements. The study sample comprised 90 first-year nursing students who were randomly assigned to the experimental (<i>n</i> = 45) and control (<i>n</i> = 45) groups. In the study, data were collected using the ‘Descriptive Characteristics Form for the Student Group,’ ‘Knowledge Test on Enteral Nutrition,’ and ‘Self-Directed Learning Skills Scale.’ Students worked in five separate groups on topics related to enteral nutrition, and afterward, group representatives shared information with all groups. The study was registered in the ClinicalTrials.gov system on the date the students began the study and was assigned the registration number NCT06412835.</p> Results <p>It was determined that the final test and follow-up test knowledge scores of the experimental group were statistically significantly higher than those of the control group (<i>p</i> = 0.007; <i>p</i> &lt; 0.001). Additionally, a statistically significant difference was found in all measurements of the final test scores of the experimental group’s self-directed learning skills scale (<i>p</i> &lt; 0.001). When the subscales of the self-directed learning skills scale were analyzed, statistically significant differences and a strong effect were found between the pre-test and final test scores of the experimental group in self- monitoring (<i>p</i> &lt; 0.001; d = 4.502), motivation (<i>p</i> &lt; 0.001; d = 5.398), self-control (<i>p</i> &lt; 0.001; d = 3.700), and confidence (<i>p</i> &lt; 0.001; d = 6.034).</p> Conclusion <p>The fact that the student’s self-directed learning skills scale sub-dimensions (self- monitoring, motivation, self-control and confidence) are significantly higher shows that instructors should integrate the collaborative learning method into the education system to learn the right knowledge and skills. The use of collaborative learning methods is recommended for all newly acquired skills in nursing education, as is the case with enteral nutrition.</p>

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The effect of collaborative learning approach on nursing students’ knowledge and skill learning for enteral nutrition: a randomized controlled study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月29日

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  • Aysun Acun,
  • Rahime Aksoy Bulgurcu

摘要

Background

Collaborative learning is one of the important interactive teaching methods in teaching nursing practices. This study aimed to examine the impact of the collaborative learning approach on nursing students’ knowledge levels and self-directed learning skills related to enteral nutrition.

Method

This research employed an open-label, randomized controlled design with pre-test and post-test measurements. The study sample comprised 90 first-year nursing students who were randomly assigned to the experimental (n = 45) and control (n = 45) groups. In the study, data were collected using the ‘Descriptive Characteristics Form for the Student Group,’ ‘Knowledge Test on Enteral Nutrition,’ and ‘Self-Directed Learning Skills Scale.’ Students worked in five separate groups on topics related to enteral nutrition, and afterward, group representatives shared information with all groups. The study was registered in the ClinicalTrials.gov system on the date the students began the study and was assigned the registration number NCT06412835.

Results

It was determined that the final test and follow-up test knowledge scores of the experimental group were statistically significantly higher than those of the control group (p = 0.007; p < 0.001). Additionally, a statistically significant difference was found in all measurements of the final test scores of the experimental group’s self-directed learning skills scale (p < 0.001). When the subscales of the self-directed learning skills scale were analyzed, statistically significant differences and a strong effect were found between the pre-test and final test scores of the experimental group in self- monitoring (p < 0.001; d = 4.502), motivation (p < 0.001; d = 5.398), self-control (p < 0.001; d = 3.700), and confidence (p < 0.001; d = 6.034).

Conclusion

The fact that the student’s self-directed learning skills scale sub-dimensions (self- monitoring, motivation, self-control and confidence) are significantly higher shows that instructors should integrate the collaborative learning method into the education system to learn the right knowledge and skills. The use of collaborative learning methods is recommended for all newly acquired skills in nursing education, as is the case with enteral nutrition.