Abstract
This research examined an interdisciplinary, collaborative experiential group learning approach, in which undergraduate nursing students met in small groups led by counseling doctoral student co-leaders. Statistical analysis suggests that the teaching method lead to learning of group concepts. Discussion addresses anecdotal observations, limitations, and implications for interdisciplinary collaboration.
The authors express their appreciation to Yuhsuan Chang, Marion Chapman, Chia-Chi Hu, Yu-Ying Lin, Ryan Oetting, and Netti Summer for their assistance with this research.
Notes
a Stem = “The group experience was useful for learning:”
R Reverse scored item.