Inquiry-based learning: facilitators' perceptions of their effectiveness in the tutorial process.
This preliminary study evaluates the effectiveness of facilitators in the inquiry-based learning tutorial process and identifies areas for staff development. Self-report checklists measure the key dimensions and role of the facilitator in four tutorial process steps: Exploration, Review, Consolidation and Plenary. The population study comprised 43 potential respondent facilitators in the pre-registration nursing programme. The response rate was 55% (N=23). Descriptive and non-parametric measures were used to analyse the data. Findings indicated that the overall majority of facilitators perceive the effectiveness of their role to be satisfactory. Differences in the results were found when compared by length of experience.
Cleverly
Dankay
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School of Health Care Practice, Anglia Polytechnic University, Central Campus, 41 Park Road, Chelmsford, Essex, CM1 1LL, UK. ImplementingIBL@aol.com
D001291:Attitude of Health Personnel; D003299:Cooperative Behavior; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000592:standards*; D004739:England; D005181:Faculty, Nursing / Q000592:standards*; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D020380:Needs Assessment; D024802:Nurse's Role; D015402:Nursing Education Research; D010687:Philosophy, Nursing; D018794:Problem-Based Learning / Q000592:standards*; D011361:Professional Competence / Q000592:standards; D020377:Self Efficacy; D013192:Staff Development; D013338:Students, Nursing / Q000523:psychology