Paper Title
The Effect of Collaborative and Teacher Center, Learning, on Domains of Learning in Nursing Students

Introduction: Collaborative training puts student group learning experiences in an interactive situation that results in information processing. Purpose of this study was to compare the efficacy of collaborative and traditional learning on knowledge and cognitive-behavioral domains in nursing students. Materials and Methods: This is a quasi-experimental study in Statistician examined 50 students at neurology department for our study (25 students each group). Subjects were randomly allocated (considering matching by gender and age) into collaborative and teacher center groups.. In this study, the data collection method was a questionnaire. Pretest and posttest intervention was determine the degree of improvement in cognitive domain, Affective and psychomotor process after implementing collaborative and teacher center methods. Results: In collaborative training group, the mean score of performance and attitude increased after the intervention, but no significant association was obtained between the mean scores of performance and attitude prior to and after the intervention in the teacher center group. Results also showed that, in collaborative group, learning score increased in Cognitive, Affective and Psychomotor domains, while in teacher center group, learning score increased in knowledge and understanding domains. Conclusion: Collaborative learning has a positive impact on academic achievement at all levels especially epistemological levels.