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Accreditation and nursing practice

British Journal of Nursing (Mark Allen Publishing)

|October 10, 1993

Summary

This summary is machine-generated.

This study reviews literature on accreditation of prior learning (APL) and accreditation of prior experiential learning (APEL). It identifies key factors influencing these educational credit systems.

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Area of Science:

Higher Education Studies
Educational Policy and Administration

Background:

The study examines the historical context and evolution of credit recognition systems in higher education.
It focuses on accreditation of prior learning (APL) and accreditation of prior experiential learning (APEL) frameworks.

Purpose of the Study:

To identify significant influencing factors within APL and APEL systems.
To provide a comprehensive overview of the background and development of APEL.

Main Methods:

A literature review was conducted as part of a larger study (Conway, 1993).
The review encompassed existing research on APL, APEL, and the credit accumulation and transfer scheme (CATS).

Main Results:

Key factors influencing the implementation and effectiveness of APL and APEL were identified.

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The literature review provided a foundational understanding of the origins and rationale behind APEL.

Conclusions:

Understanding the influencing factors is crucial for effective APL and APEL implementation.
The findings contribute to the broader discourse on flexible learning pathways and recognition of prior learning in higher education.