Nursing education; It is the process of gaining cognitive, affective and psychomotor skills. Students gain professional competence by equipping them with these skills. Collaborative learning; It not only increases the interaction between the student and the student, but also allows the student to actively participate in the learning process and take responsibility. Thus, it is expected that the quality of health care services will increase with the graduation of nurses who are equipped in terms of knowledge, professional skills and social skills and who have advanced creativity skills. The aim of the study was to examine the effect of the collaborative learning model-based nursing education course on nursing students' creative thinking tendencies and self-regulated learning skills.

The aim of the study was to examine the effect of the collaborative learning model-based nursing education course on nursing students' creative thinking tendencies and self-regulated learning skills. The research is quasi-experimental with a single-group pretest-posttest design. Hypotheses:

1. Students who receive nursing education with a collaborative learning model have a high disposition to think creatively after education.
2. Students who receive nursing education with a collaborative learning model have high self-regulated learning skills after education.

The universe of the research consisted of 3rd year nursing students studying at a university (N:112). The sample consists of all students who enrolled in the 3rd grade, took the nursing education course, volunteered to participate in the research and attend the course. The training program is based on the collaborative learning model. Students participating in the research will take 4 hours of theoretical and 4 hours of clinical practice courses per week for 12 weeks and a patient education plan will be created in clinical practice. The research will be evaluated with the Marmara Creative Thinking Disposition Scale and the Self-Regulated Learning Scale for Clinical Nursing Practices before the education and after the education

Inclusion Criteria:

Third-year students who took the course basics of nursing, internal medicine nursing, physiology, pathology, and who voluntarily participated in the study and were not absent were included in the study.

Exclusion Criteria:

• Students in other classes
• Those who do not volunteer to participate in the research
• Students who are absent

The aim of the research was to reduce the bias by using a single-blind technique