Objective:To investigate the effects of cooperative learning in the teaching of “bioethics” course in nursing undergraduates. Methods:One hundred and seventy-five nursing students from class A grade 2012(the experiment group) were divided into 23 cooperative groups,who were taught by cooperative teaching. One hundred and seventy-six nursing students from class B grade 2012 were set as the control group,who were taught by the traditional method(including lecturing and case analysis). The teaching effects in two groups were evaluated using the final summary evaluation and questionnaire. Results:The final summary evaluation scores in experiment group were significantly higher than that in control group(P <0. 01). The learning efficiency,communication ability, autonomous learning ability, making ethical decision ability and teaching satisfaction in experiment group were higher than those in control group(P<0. 05 to P <0. 01). Conclusions:Cooperative learning can improve the interest in learning "bioethics" course, autonomous learning abilities and teaching effects of nursing students.%目的：：探讨合作学习模式在护理本科生《生命伦理学》课程中的应用效果。方法：把护理学系2012级A班175名学生(观察组)分为23个合作学习小组，实施合作学习；2012级护理学系B班176名学生作为对照组，实施以讲授和案例分析为主的传统教学方法。采用期末总结性评价、问卷调查等方法对教学效果进行评价。结果：观察组学生的期末终结性评价成绩显著高于对照组(P<0.01)；对照组的课堂学习效率、沟通能力、自主学习能力、伦理决策能力等对教学体会以及对教学满意度均高于对照组(P<0.05~P<0.01)。结论：合作学习可以提升护理本科生对《生命伦理学》课程的兴趣，提高学生自主学习能力，提升教学效果。
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