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Maximising graduate status in pre-registration nursing programmes: utilising problem based learning
Julie McGarry1, Aimee Aubeeluck, V James
1Faculty of Medicine and Health Sciences, School of Nursing, Midwifery and Physiotherapy, London Road Community Hospital, London Road, Derby, DE1 2QY, UK. Julie.mcgarry@nottingham.ac.uk
Abstract:
This paper debates the use of problem based learning in accelerated pre-registration nursing programmes that are specifically designed for candidates with 'graduate status'. We discuss the benefits of using problem based learning (PBL) within a graduate entry nursing (GEN) curriculum and its effectiveness in producing dynamic nurses who are both capable and value-centred practitioners.
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