Other Titles
PechaKucha Presentation
Abstract
Supportive co-teaching is an instructional model in which two educators with complementary expertise collaboratively prepare and deliver course content to enhance student learning. This project examined the implementation of a supportive co-teaching approach within an undergraduate maternal-child nursing course and its impact on both learners and faculty. The purpose of this work was to evaluate how shared instructional roles influence student performance, classroom engagement, and faculty teaching experience.
Using a structured co-teaching model, two instructors partnered to design and facilitate all classroom sessions. Each instructor served as lead during content aligned with their clinical specialty obstetric or pediatric nursing while the partnering instructor actively supported by monitoring learner engagement, clarifying key concepts, providing clinical examples, asking higher-level questions, and assisting with active-learning strategies. This approach allowed students to benefit from dual perspectives, real-time content reinforcement, and enhanced opportunities for clinical application.
Evaluation of the model demonstrated increased student exam scores, stronger student satisfaction with course delivery, and improved faculty fulfillment in the teaching role. Faculty also reported reduced instructional burden due to shared preparation, improved classroom flow, and a strengthened sense of collegiality. The success of this model was supported by the instructors’ similar teaching philosophies, clinical backgrounds, and established working relationship.
Supportive co-teaching shows promise as an innovative method to improve learning outcomes and support faculty well-being in nursing education. Future research should explore the use of co-teaching among faculty with differing instructional styles, varied levels of experience, or without prior collaborative history to determine broader applicability and sustainability.
Notes
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Reference list included in attached slide deck.
Sigma Membership
Alpha Theta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, Instrument and Tool Development, Curriculum Development, Nursing Education, Teaching Methods, Educational Outcomes
Recommended Citation
Felder, Reathea and Castillo, Kimberly, "Supportive Co-Teaching to Enhance Learning Outcomes in Undergraduate Nursing Education" (2026). International Nursing Research Congress (INRC). 182.
https://www.sigmarepository.org/inrc/2026/presentations_2026/182
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-22
Supportive Co-Teaching to Enhance Learning Outcomes in Undergraduate Nursing Education
Toronto, Ontario, Canada
Supportive co-teaching is an instructional model in which two educators with complementary expertise collaboratively prepare and deliver course content to enhance student learning. This project examined the implementation of a supportive co-teaching approach within an undergraduate maternal-child nursing course and its impact on both learners and faculty. The purpose of this work was to evaluate how shared instructional roles influence student performance, classroom engagement, and faculty teaching experience.
Using a structured co-teaching model, two instructors partnered to design and facilitate all classroom sessions. Each instructor served as lead during content aligned with their clinical specialty obstetric or pediatric nursing while the partnering instructor actively supported by monitoring learner engagement, clarifying key concepts, providing clinical examples, asking higher-level questions, and assisting with active-learning strategies. This approach allowed students to benefit from dual perspectives, real-time content reinforcement, and enhanced opportunities for clinical application.
Evaluation of the model demonstrated increased student exam scores, stronger student satisfaction with course delivery, and improved faculty fulfillment in the teaching role. Faculty also reported reduced instructional burden due to shared preparation, improved classroom flow, and a strengthened sense of collegiality. The success of this model was supported by the instructors’ similar teaching philosophies, clinical backgrounds, and established working relationship.
Supportive co-teaching shows promise as an innovative method to improve learning outcomes and support faculty well-being in nursing education. Future research should explore the use of co-teaching among faculty with differing instructional styles, varied levels of experience, or without prior collaborative history to determine broader applicability and sustainability.
Description
Supportive co-teaching brought new energy into the nursing classroom, two experts, one powerful learning experience. Students saw stronger outcomes, deeper engagement, and richer clinical insight, while faculty rediscovered joy and connection in teaching. This innovative approach shows how collaborative instruction can ignite classrooms and elevate nursing education.