Nursing Undergraduates’ Experiences and Expectations With In-Classroom Cooperative Learning: A Descriptive Phenomenological Study

Background: – Although cooperative learning is widely implemented in nursing education, undergraduates’ classroom experiences and expectations remain insufficiently understood. Purpose: – The aim was to explore nursing undergraduates’ experiences and expectations of cooperative learning in the classroom. Methods: – A descriptive phenomenological study was conducted with 14 second-year nursing undergraduates recruited through purposive and snowball sampling. Face-to-face semi-structured interviews were analyzed using thematic analysis. Results: – Three themes were identified: (1) a double-edged experience, including perceived benefits, frustrations, and difficulties; (2) influencing factors, including prompting factors and barriers; and (3) expectations for improvement, including expectations for group members, teachers, personal improvement, and environment. A central finding was the stark contrast between students’ expectations of active and equitable cooperation and the reality of uneven participation and social pressures to conform for group harmony. Conclusions: – This study highlights a significant gap between expectation and reality in cooperative learning. Enhancing effectiveness requires explicit guidance, fair task design, and a supportive classroom climate.