COOPERATIVE LEARNING AND FEMINIST PEDAGOGY - A MODEL FOR CLASSROOM INSTRUCTION IN NURSING-EDUCATION

This article reports on a research study conducted as part of a doctor al dissertation on the development of a cooperative learning teaching model in nursing education. The subjects for the study were a convenie nce sample of registered nurses who were pursuing a baccalaureate degr ee in nursing at an urban university. Principles of feminist pedagogy were incorporated as part of the cooperative learning model. The teach er/researcher taught two sections of the same course and, through the use of action research, developed a model for using cooperative learni ng strategies as the primary teaching modality. End of class and end o f semester evaluations provided feedback that suggested that this was an exciting and effective alternative to traditional classroom teachin g.