Group Methods and Personal Growth of Freshman Nursing Students

Authors

  • Esther R Grogin

Abstract

IN a world of rapid change when educationists are becoming increasingly aware of prevailing forces affecting students' attitudes, a question which has arisen in nursing education is whether the growth of democratic attitudes can be facilitated through group participation. Although the researchers' findings in the study of group methods are frequently inconclusive, sometimes doubtful, and often contradictory, the professional educator should continue searching for means of applying the group methods which promote personal growth as well as acquisition of skills and knowledge. The faculty of the University of Saskatchewan School of Nursing, interested in designing a program which would enhance the student's personal growth, focused attention on the freshman nursing students. This came about primarily because of the observation having previously been made that in the large freshman classes many of the students experienced loneliness and discomfort in the large impersonal setting where even getting acquainted with one's peer group was a problem particularly for the quieter person. Although nursing instructors interviewed freshman students, this procedure seemed inadequate. Another method was tried. An instructor, acting as group leader, met weekly with a small group of students. Students' needs were anticipated and the sessions were planned to focus attention on those needs. Another question was then raised as to whether student needs could be more effectively met in group situations where the students, rather than the group leader, took responsibility for discussions. If a group-centered approach would be used, the anticipated change was that the students' attitudes would become more democratic than if the leader-centered approach were used.

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Published

1973-04-13

Issue

Section

Articles