Students' views of enquiry-based learning in a continuing professional development module.
The purpose of this study was to explore whether qualified nurses who had undertaken a continuing professional development module at a UK university, which utilised enquiry-based learning (EBL) as the educational strategy, believed that their nursing practice had been influenced by this educational...
| Publicado en: | Nurse Education Today Vol. 29; no. 4; pp. 448 - 456 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
May2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105354572&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105354572 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: May2009 vid: 29 iid: 4 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 105354572 105354572 2010312750 10.1016/j.nedt.2008.09.003 NLM18929435 105354572 ppf: 448 ppct: 8 formats: tig: atl: Students' views of enquiry-based learning in a continuing professional development module. aug: au: Kirwan A Adams J affil: Connolly Memorial Hospital, 56 Hollybrook Road, Clontarf, Dublin 3, Ireland. kirwangaffney@eircom.net sug: subj: Mentorship Education Problem-Based Learning Professional Development Registered Nurses Education Student Attitudes Adult Audiorecording Education Research Phenomenological Research Purposive Sample Semi-Structured Interview Student Attitudes Evaluation Thematic Analysis United Kingdom Human Adult: 19-44 years ab: The purpose of this study was to explore whether qualified nurses who had undertaken a continuing professional development module at a UK university, which utilised enquiry-based learning (EBL) as the educational strategy, believed that their nursing practice had been influenced by this educational approach. This study was underpinned by the assumptions of Gadamerian hermeneutic phenomenology; semi-structured interviews were conducted with eight nurses who had undertaken a continuing education module utilising an EBL approach. The responses in this study indicate that participants believed that their practice of nursing had been positively influenced by engaging in EBL. They felt that by becoming self-directed, critical, reflective practitioners, they were better able to deliver evidence-based practice/care. Self reports of practice change attributed to engaging in EBL were provided, with the patient identified as the principal beneficiary, echoing the espoused aims of continuing professional development. EBL was credited with being a motivating, energizing and enjoyable way of learning but participants were critical of the lack of preparedness of both the students and facilitators. Consideration needs to given as to whether EBL is viewed as a philosophy of learning or as a facilitative strategy used alongside other educational methods. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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