ABSTRACT
Background: To obtain suggestions regarding the methods of cooperative learning in basic nursing education, the nursing students' perceptions of cooperative learning and the relationship between such perceptions and their influencing factors were elucidated.Methods: Anonymous, self-administered questionnaires were conducted among 131 nursing students at University A in the Chubu region of Japan.Results: Binomial logistic regression confirmed that cooperative learning experiences in high school, learning satisfaction at University A, social support, styles of handling interpersonal conflicts, and undervaluing others in regard to assumed competence were significant influencing factors on the cooperative work recognition scale.Discussion: Factors, including professional identity, communication ability and students' past negative experiences, may have an effect on the recognition of cooperative work. This suggests the need for the continued investigation of the aspects of cooperative learning that take these factors into account.
ABSTRACT
Objective To investigate the nurses′ styles of handling interpersonal conflict and jobachievements,and analyze the relationships between them.Methods A total of 610 nurses in four hospitals were recruited by convenience sampling method and investigated with general state scale,the Rahim Organitional Conflict Inventory- Ⅱ and the Job Performance Appraisal Scale for nurses in four hospitals,the results underwent analysis.Results The factor scores of the Rahim Organitional Conflict Inventory- Ⅱwere sent in the descending order as integrating,avoiding,obliging and dominating.The factor scores of jobachievements were sent in the descending order as task,situation,anti-product.Integrating was positively correlated with task and situation,negatively correlated with anti-product,obliging was negatively correlated with task,positively correlated with anti-product.Conclusions Integrating styles of handling interpersonal conflict benefits to accomplish nurses′ job achievement.