Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

The topics of collaborative learning and community of learners have been discussed in the literature for more than four decades. Educational literature highlights group work as a purposeful and relevant approach to facilitate learning and teaching. The premise of this study is that communities of learners could be fostered by learning environments that offer the opportunity and stimulus for students to form such a community. The purpose of this qualitative action research is to explore the role of socialization in the academic success of first-year nursing students. A purposive sample of fifty-seven junior student nurses was selected to participate in this study (N=57; female n=39, and male n=18). Participants ranged in age from 21-44 years. Critical themes emerged out of the data by inductive analysis: 1) me care, the care, 2) collaboration is caring, and 3) caring for their kind. The findings from this study support the findings from similar studies which indicated that participation in an informal peer experience was only partially effective in promoting students’ academic and social well-being and professional socialization.