By Richard Freedberg, RN, MSN, MPA
Most nursing students, it seems, lead extremely busy lives and find time to be a precious commodity. It is tremendously difficult to balance work, family, classroom, clinical, and other obligations. (We will save that for another discussion, but can freely agree that none of us wants to squander study time in unproductive pursuits.) This leads us to our question today: Are study groups worth it? Do they provide enough of a boost in learning success to warrant the time commitments they require? The real answer is: yes and no. I know, completely unhelpful, but all I’m suggesting is that some are a waste of time, and others will put you above all the others. Let’s consider some characteristics of winning study groups.
First, is there an optimal size? My own suggestion is to look at a psychotherapy model: two might be a bit small, nine or 10 can a little unwieldy, and four – six might be ideal. This gives enough variance in perspective and energy to enhance the group. Maybe an example would help: We all want to feel like we know the material after we study. Consequently, during independent study we seem to unconsciously spend the most time on material we know. At the end of our study period, we feel confident—until we take the exam and wonder where all that stuff came from! Studying with others helps to prevent that. We all tend to know slightly different material better so we can bring that to the group.
Second, who should be in the group? Do you want to study only with people who aren’t doing well? Probably not! But on the other hand, it might be okay if the people in your group are motivated and willing to work. It would be ideal to have people with different levels of academic performance and different learning styles since the group discussions that ensue might help all group members to see the course content more completely. This sort of leads us to the next question.
Third, who shouldn’t be in the group? Establish ground rules the first time you meet to ensure everyone has the same idea or purpose. It is not acceptable, for example, to have members believe they can just attend the group sessions and be taught by their peers in lieu of coming to class or reading the text. Everyone must commit to do all of the readings, attend class, and take notes. Everyone must commit to the time and agenda of the group. I’ve known some groups where the more diligent members have felt resentful at the perceived burden of trying to ensure lazy friends pass.
Okay, so everyone has agreed on doing the work and encouraging and supporting each other, what next?
Fourth, what do you do in the group? Hmmm, this sort of depends on the task at hand. If you have to learn facts such as medical terminology or physical assessment techniques, quizzing each other with flash cards or firing questions might be one strategy. On the other hand, studying disease processes or drug effects are applications of knowledge and you might ask each other questions: What would this patient look like? What nursing diagnoses might be appropriate? What interventions could be useful? What needs to be urgently reported to the physician? What education needs exist? (And so on.) Don’t neglect using available materials, but stay focused and refrain from random online search engine forays! Most textbooks have study questions and many have online resources. Use the lecture outlines to focus your study, look at course and unit objectives, and make sure you understand all key words and core concepts. The bottom line, however, is to have everyone agree that it is a work session. Keep focused on content for the entire time you meet—no American Idol discussions, no work or school gossip, no just putting in the time!
Let’s sum up. Study groups can be helpful if attention is paid to a few issues. Try to have a balanced group of people with different learning styles if possible. Be sure the people you invite into the group are willing to carry some of the load and aren’t there just to be taught. Collectively agree to work during the group session and use all available resources while staying focused on relevant content. Finally, evaluate after each exam or project and fine-tune the group strategy. A sound strategy will make all of you successful!
Editor’s note: Freedberg is a professor of mental health nursing at Lansing (MI) Community College and the author of Stressed Out About Pharmacology. Email your questions to him at editor@stressedoutnurses.com.
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