Students’ views of enquiry-based learning in a continuing professional development module

Kirwan, Anne and Adams, John (2009) Students’ views of enquiry-based learning in a continuing professional development module. Nurse Education Today. ISSN 0260-6917

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Abstract

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, energising 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.

Item Type: Journal Article
Additional Information: Citation: Kirwan, A. & Adams, J., 2009. Students’ views of enquiry-based learning in a continuing professional development module. Nurse Education Today, 29(4), pp.448-455..
Faculty: Faculty of Health and Social Care (for research published prior to September 2011)
Depositing User: Mr I Walker
Date Deposited: 10 Aug 2010 09:07
Last Modified: 07 Jul 2016 12:48
URI: http://arro.anglia.ac.uk/id/eprint/109373

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