CHAPTER 9: Group Work in Anatomy and Physiology to Enhance Knowledge Acquisition and Retention: Perspectives of Nurse Educators in Ghana

Abstract

Human anatomy and physiology form the scientific foundation of nursing education, yet students often struggle with knowledge acquisition and retention. Although group work is recognised as a valuable pedagogical approach that supports collaborative learning, peer engagement, and professional skills development, its implementation in Nursing Education Institutions in Ghana remains challenging. This chapter explores the perspectives of nurse educators in Ghana on the use of group work to enhance knowledge acquisition and retention in human anatomy and physiology. The authors used an exploratory descriptive qualitative design. Twelve nurse educators were purposively selected from six Nursing Education Institutions across three regional clusters. Data were collected through individual interviews using a semi-structured interview guide. Data were thematically analysed using Braun and Clarke’s six-phase framework, supported by ATLAS.ti 23. Findings were clustered into three themes: the use of group work in human anatomy and physiology to enhance knowledge acquisition and retention; nurse educators’ attitudes towards group work, including perceived benefits and challenges; and strategies to improve group work implementation to enhance knowledge acquisition and retention when teaching human anatomy and physiology. Nurse educators reported that group work enhances knowledge acquisition and retention in human anatomy and physiology by promoting peer learning, critical thinking, and confidence. However, challenges such as large class sizes, limited resources, time constraints, and inadequate training hinder effective implementation. To address these challenges, educators recommended innovative practices, structured guidance, and institutional support to optimise group work in nursing education