Diagnosing and treating Enquiry Based Learning fatigue in Graduate Entry Nursing students.

Area of Science:

• Nursing Education
• Pedagogy

Background:

• Student-directed study, including Enquiry-Based Learning (EBL), is integral to Graduate Entry Nursing programs.
• EBL aims to foster self-directed learning, critical appraisal skills, and knowledge acquisition.

Purpose of the Study:

• To explore student and faculty experiences with EBL in nursing education.
• To identify and define "EBL fatigue" as a consequence of perceived disconnect between learning and clinical application.
• To propose preventative strategies for EBL fatigue.

Main Methods:

• Qualitative analysis of student and faculty observations regarding EBL effectiveness.
• Definition and characterization of "EBL fatigue" based on observed symptoms.
• Discussion of potential interventions to address EBL fatigue.

Main Results:

• Students often report low confidence in applying learned knowledge to clinical practice despite EBL.
• A state of "EBL fatigue" is observed, characterized by student and faculty disengagement and dissatisfaction.
• The gap between theoretical learning and clinical competence contributes to EBL fatigue.

Conclusions:

• While EBL promotes valuable learning attributes, its effectiveness is challenged by the clinical application gap.
• "EBL fatigue" negatively impacts the learning environment for both students and educators.
• Proactive strategies are necessary to prevent and manage EBL fatigue in graduate nursing programs.