Making group work gratifying: Implementing and evaluating a three-stage model of group processes in an online nursing course

Abstract

Background: Teamwork skills are important professional competencies; teaching them can be challenging in online nursing education.

Purpose: To describe the implementation of a three-stage model for successful group processes in an asynchronous online course and evaluate its effectiveness.

Methods: The three-stage model for group work was used to identify students' needs and concerns, and adaptations to the model were made to reflect specifics of the online environment. Prior to the beginning of the course, the faculty created guidelines and instructions for a group project, recorded a video explaining the benefits of group work, and provided a variety of resources. Faculty monitored and supported online group processes through all stages of group work. At the end of the course, 135 students completed an evaluation survey. Student responses were aggregated by frequent comments.

Results: Most students described their group work experience as positive and enjoyable. Students reported learning a wide range of teamwork skills. All students recognized that group work skills are directly applicable to their future nursing practice.

Conclusions: It is possible to make online group projects successful and gratifying for students with appropriate evidence-based course design and carefully planned facilitation of group processes.

Keywords: Group work; Group work model; Nursing education; Online education; Teamwork skills.