Measuring the effect of a Process-Oriented Guided-Inquiry Learning (POGIL) implementation in a fundamental baccalaureate-nursing course is one way to determine its effectiveness. To date, the use of POGIL from a research perspective in fundamental nursing has not been documented in the literature. The purpose of the study was to measure the effects of participation in the POGIL process in Fundamental Nursing classes on the final grades and ATi (Assessment Technologies Institute, LLC) grades (national exam) of groups of students who participated in group scenario work compared to students who did not participate in group scenario work in class. A comparative quantitative design measured the relationship of grades in two fundamental nursing classes taught by the same professor. The results demonstrated a shortterm implementation of a POGIL program could increase grade performance significantly on a standardized exam. Final exam data revealed no significance in grade performance between groups. Utilizing the POGIL method may be beneficial in nursing courses.