ORCID
0000-0002-5850-7416
Abstract
This study presents a longitudinal analysis of the qualitative experiences and quantitative outcomes associated with integrative, interdisciplinary teaching in the context of a specific nursing course, Pathophysiology (NURS 337), at a public, 4-year, state college (now university). Spanning an 8-year period, from 2014–2022, the research compares two distinct student cohorts: one exposed to collaborative interdisciplinary teaching methods, the other to traditional non-collaborative instructional approaches. The findings reveal that integrative, interdisciplinary teaching yielded significant benefits across multiple metrics. Notably, integrative, interdisciplinary teaching contributed to a more normalized distribution of grades, higher student retention rates, and an elevated cumulative GPA at the time of graduation. Furthermore, students in the collaborative cohort demonstrated enhanced preparedness as they transitioned into the clinical phase of their education, suggesting that the interdisciplinary approach not only improved academic performance but also fostered greater practical competence. These results underscore the efficacy of integrative, interdisciplinary teaching in nursing education and highlights its potential to enhance both academic outcomes and professional readiness. This study provides compelling evidence for the adoption of collaborative pedagogical strategies in nursing curricula, particularly in foundational courses, such as Pathophysiology.
