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dc.contributor.authorBrock, Susan
dc.date.accessioned2006-08-10T10:34:10Z
dc.date.available2006-08-10T10:34:10Z
dc.date.issued2002
dc.identifier.citationCELT Learning and Teaching Projects 2001/02
dc.identifier.isbn0954211618
dc.identifier.urihttp://hdl.handle.net/2436/3805
dc.descriptionReport of a CELT project on supporting students through innovation and research
dc.description.abstractIn 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.extent5464255 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.subjectNursing
dc.subjectPre-registration
dc.subjectTeaching methods
dc.subjectLearning outcomes
dc.subjectNurse education
dc.subjectHigher education
dc.subjectProblem based learning
dc.titleSolving problems in nursing? Integrating problem based learning within the pre-registration nursing curriculum
dc.typeChapter in book
refterms.dateFOA2018-08-21T11:48:40Z
html.description.abstractIn 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.


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