Author(s)

Zhang Nan ¹

Affiliation(s)

¹ International Nursing School, Hainan Vocational University of Science and Technology, Haikou, 571137, China

Corresponding Author

Zhang Nan

ABSTRACT

The integration of cooperative learning and situational simulation in nursing education has been proposed as an effective strategy to enhance nursing students' competence in clinical practice. This paper explores the potential effects of these educational approaches on nursing competence, drawing upon empirical studies and theoretical frameworks. The findings suggest that combining cooperative learning with situational simulation can significantly improve clinical skills, critical thinking, teamwork, and self-confidence among nursing students.

KEYWORDS

Cooperative Learning; Situational Simulation; Nursing Competence; Clinical Practice; Nursing Students

CITE THIS PAPER

Zhang Nan, Potential Effects of Cooperative Learning and Situational Simulation on Nursing Competence in Clinical Practice among Nursing Students. Advances in Educational Technology and Psychology (2025) Vol. 9: 28-31. DOI: http://dx.doi.org/10.23977/aetp.2025.090205.

REFERENCES

[1] Jeffries, P. R. (2020). The NLN Jeffries simulation theory. Nurse Educator, 45(1), 4-8.
[2] Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: What teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296-308.
[3] Cant, R. P., & Cooper, S. J. (2017). The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis. Nurse Education in Practice, 27, 45-62.
[4] Al-Ghareeb, A. Z., & Cooper, S. J. (2016). Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: An integrative review. Nurse Education Today, 36, 281-287.
[5] Johnson, D. W., & Johnson, R. T. (2009). The impact of cooperative learning on student achievement. Educational Psychology Review, 21(2), 1-12.
[6] Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54.
[7] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Harvard University Press
[8] Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.
[9] Shin, S., Park, J. H., & Kim, J. H. (2015). Effectiveness of patient simulation in nursing education: Meta-analysis. Nurse Education Today, 35(1), 176-182.
[10] Wotton, K., Davis, J., Button, D., & Kelton, M. (2010). Third-year undergraduate nursing students' perceptions of high-fidelity simulation. Journal of Nursing Education, 49(11), 632-639.
[11] Foronda, C., Gattamorta, K., Snowden, K., & Bauman, E. B. (2014). Use of virtual clinical simulation to improve communication skills of baccalaureate nursing students: A pilot study. Nurse Education Today, 34(6), e53-e57.
[12] Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), S3-S40.
[13] Liaw, S. Y., Carpio, G. A. C., Lau, Y., Tan, S. C., Lim, W. S., & Goh, P. S. (2018). Multiuser virtual worlds in healthcare education: A systematic review. Nurse Education Today, 65, 136-149.

Sponsors, Associates, and Links

---

• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education