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Journal of Nursing Research and Practice

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Evaluation of Students’ Feedback after Neonatal Immediate Care and Basic Resuscitation Cooperative Learning Course

Author(s): Najah Sami Shawish*

Background: Cooperative learning (CL) is an educational model that could improve students’ knowledge and their psychomotor skills due to its innovative nature that allows students to realistically integrate all the components of the desired skills prior to patient interaction. The aim of this research was to evaluate the students’ feedback after using CL in teach neonatal resuscitation course, and to present their opinions about knowledge and psychomotor skills acquisition and retention, teamwork, stress, and personal improvements.

Methods: A total of 27 third midwifery students were taught neonatal resuscitation using cooperative instructional methods and strategies as follows: The Theoretical Part was taught in the classroom using Interactive Lecture strategies. The skills was taught in Nursing College skills laboratory using active learning strategies Peyton’s Four Steps of demonstration, team pair solo technique, moderate fidelity simulation and peer evaluation. Upon completion, all students requested to evaluate their experience.

Results: The students’ essays were aggregated into the following five themes using the deductive content analysis approach : The Cooperative learning (CL) benefits, Cooperative Learning (CL) Impacts on students’ personal development, Cooperative Learning strategies influence on students learning, Cooperative Learning disadvantage, Recommending of using Cooperative learning (CL) in other courses.

Conclusion: TNeonatal Immediate Care Unit (NICU); Cooperative learning; Students feedback; Resuscitation


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