Introduction

Group Thought as Strategy In Nursing Education Group work, or “Group Thought,” is an increasingly prevalent strategy in nursing education. It encourages interactive learning, fosters collaboration among students, and allows for deeper engagement with course materials. Group Thought can involve a wide range of activities, such as collaborative problem-solving, discussion-based exercises, or scenario analysis. It has become a staple in both large and small classrooms, aiming to enhance active learning and critical thinking.

However, students in academic settings may sometimes view group work as a distraction from what they perceive as more essential, testable material. Similarly, in more passive learning environments, participants might consider group activities trivial or unproductive. To combat these perspectives, it’s crucial to make Group Thought effective, clearly objective-driven, and aligned with learning outcomes.

This article explores the implementation of Group Thought in nursing education, strategies for assigning groups, and methods for improving its effectiveness.

What Is Group Thought in Nursing Education?

Group Thought is a dynamic teaching strategy that encourages nursing students to engage more actively with their learning material. It involves dividing students into groups of various sizes, often with specific tasks or assignments to complete. Each group may work on the same task or focus on different components of a larger assignment, with the intention of reporting back to the entire class.

This approach allows students to discuss ideas, share perspectives, and collectively arrive at solutions, fostering a collaborative learning environment. In a nursing context, where teamwork and communication are crucial skills, Group Thought can provide practical experience in problem-solving, patient care scenarios, and ethical decision-making.

Despite its benefits, some students may initially resist group work, viewing it as a diversion from more focused, individual study. It is essential for educators to structure these activities in a way that highlights their value and ensures they contribute directly to the overall learning goals.

Assigning Groups in Nursing Education

Assigning groups in nursing education is a critical step to ensure the effectiveness of Group Thought. In large classes, allowing students to choose their own groups may lead to inefficiencies, as the process could take a significant amount of time. Furthermore, when left to their own devices, students often tend to group with friends or peers who share a similar understanding of the material, which may not lead to productive learning outcomes.

To promote a balanced learning experience, educators should take control of group assignments. Mixed-ability groups often work best, ensuring that stronger students can help their peers, while those who struggle can benefit from collaborative learning. A few methods for assigning groups include:

• Counting off: The instructor assigns numbers to each student (e.g., one, two, three, four), and students with the same number form a group.
• Using distinguishing characteristics: Group students based on various traits, such as shirt color, birth month, or other random criteria.
• Using objects: Distribute different colored cards, candy, or other small items to students, with those holding the same item forming a group.

By controlling the group selection process, educators can create diverse groups that promote a richer exchange of ideas and more effective collaboration.

Implementing Group Thought in Nursing Education

Once groups are assigned, implementing Group Thought effectively requires careful planning and structure. The educator must prepare exercises in advance, ensuring they align with the course’s objectives and reinforce key content. Below are a few strategies for successful implementation:

• Scenario-Based Learning: One of the most common Group Thought exercises in nursing education is the case scenario approach. In this activity, each group is presented with a different case study, but all groups are tasked with answering the same set of questions. This allows for diverse perspectives and solutions to be shared when the groups report back to the class.

  For instance, legal and ethical principles can be reinforced through scenario-based exercises. Groups may be assigned to review a case involving an ethical dilemma and use an ethical decision-making model to analyze the situation. The questions that guide the exercise might include:

  1. How would you respond to the case?
  2. What are the actual and potential legal issues?
  3. What are the actual and potential impacts on ethical principles?
  4. What actions could or should a nurse take in response to this situation?
• Interactive Tools: Using tools like colored pencils, fake money, or other props can make the group selection process more engaging and help break down barriers between students. This not only makes the activity fun but also encourages participation.
• Incentives and Rewards: To increase engagement, educators can offer small rewards, such as extra credit or small prizes, for successful completion of group tasks. Incentives can motivate students to participate more actively and take group work seriously.
• Continued Use of Groups: Once groups are formed, educators might choose to keep them together for future exercises. This continuity allows students to build a rapport, enhancing collaboration and comfort levels during discussions.

Benefits of Group Thought in Nursing Education

There are numerous benefits to using Group Thought as a learning strategy in nursing education. By working in groups, students are able to:

• Enhance Critical Thinking: Group discussions encourage students to think critically and consider multiple perspectives. This is especially valuable in nursing, where problem-solving is an essential skill.
• Develop Communication Skills: Nursing requires effective communication, both with patients and within healthcare teams. Group work helps students practice this vital skill in a controlled, educational setting.
• Foster Collaboration: Nursing is inherently collaborative. Group Thought allows students to experience the importance of working as part of a team, mirroring real-world scenarios they will encounter in their nursing careers.
• Apply Theory to Practice: Through case scenarios and problem-solving exercises, students can apply theoretical knowledge to practical situations, reinforcing their understanding and retention of the material.

Conclusion

Group Thought is a powerful educational strategy that, when implemented correctly, can greatly enhance learning in nursing education. It promotes collaboration, critical thinking, and communication—all essential skills for future nurses. By carefully planning group activities, assigning groups thoughtfully, and aligning tasks with course objectives, educators can make Group Thought an effective and engaging part of the learning experience.

While students may initially view group work as a distraction, its value becomes apparent when they see the practical applications of what they are learning. Group Thought not only prepares nursing students for exams but also equips them with the collaborative and decision-making skills necessary for their future careers in healthcare.