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Using enquiry in learning: from vision to reality in higher education
Maria Horne1, Kath Woodhead, Liz Morgan
1University of Manchester, School of Nursing, Midwifery and Social Work, Coupland III Building, Oxford Road, Manchester M13 9PL, United Kingdom.
Nurse Education Today
|June 13, 2006
Summary
Nurse educators implemented enquiry-led learning in nursing education. While students and facilitators saw benefits for independent learning, challenges arose with large groups, resources, and dynamics.
Area of Science:
- Nursing Education
- Pedagogy in Healthcare
Background:
- Enquiry-led learning, specifically problem-based learning (PBL), is utilized in healthcare education.
- Limited evidence exists on PBL's effectiveness for large pre-registration nursing student cohorts.
Purpose of the Study:
- To evaluate student and facilitator perspectives on a hybrid problem-based learning model.
- To assess facilitators' views on the long-term utility of PBL with large student groups.
Main Methods:
- Fourth Generation Evaluation framework.
- Nominal Group Technique and Focus Group interviews for data collection.
- Involved 121 pre-registration nursing students and 15 facilitators across four groups.
Main Results:
- Students identified seven strengths and six areas for development in PBL.
- Facilitators reported strengths and challenges, including group dynamics and resource limitations.
- A consensus emerged that enquiry-based learning fosters independent learning and deeper subject exploration.
Conclusions:
- PBL can enhance independent learning and subject comprehension in nursing programs.
- Addressing challenges related to group size, dynamics, and resources is crucial for successful long-term implementation.
- Findings offer insights for optimizing enquiry-led learning strategies in large pre-registration nursing cohorts.
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