Solving problems in nursing? Integrating problem based learning within the pre-registration nursing curriculum
dc.contributor.author | Brock, Susan | |
dc.date.accessioned | 2006-08-10T10:34:10Z | |
dc.date.available | 2006-08-10T10:34:10Z | |
dc.date.issued | 2002 | |
dc.identifier.citation | CELT Learning and Teaching Projects 2001/02 | |
dc.identifier.isbn | 0954211618 | |
dc.identifier.uri | http://hdl.handle.net/2436/3805 | |
dc.description | Report of a CELT project on supporting students through innovation and research | |
dc.description.abstract | In response to a wider agenda, this innovation aimed to develop a Problem Based Learning approach to support teaching and learning in pre-registration nursing at Level 1. RN/ DipHE students on 3 University sites were divided into 25 groups, each with an average of 11 members. Each group was allocated 1 staff member who facilitated them for 15 contact hours per student, to work on 3 enigmas. Evaluation of the project suggests that both staff and students further developed a wide range of necessary skills within a supportive project structure. | |
dc.format.extent | 5464255 bytes | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.publisher | University of Wolverhampton | |
dc.subject | Nursing | |
dc.subject | Pre-registration | |
dc.subject | Teaching methods | |
dc.subject | Learning outcomes | |
dc.subject | Nurse education | |
dc.subject | Higher education | |
dc.subject | Problem based learning | |
dc.title | Solving problems in nursing? Integrating problem based learning within the pre-registration nursing curriculum | |
dc.type | Chapter in book | |
refterms.dateFOA | 2018-08-21T11:48:40Z | |
html.description.abstract | In response to a wider agenda, this innovation aimed to develop a Problem Based Learning approach to support teaching and learning in pre-registration nursing at Level 1. RN/ DipHE students on 3 University sites were divided into 25 groups, each with an average of 11 members. Each group was allocated 1 staff member who facilitated them for 15 contact hours per student, to work on 3 enigmas. Evaluation of the project suggests that both staff and students further developed a wide range of necessary skills within a supportive project structure. |