title: The enquiry-based learning experience: An evaluation project.
abstract: A research and nursing development initiative group consisting of health lecturers and lecturer practitioners set out to evaluate how learners and teachers felt about the introduction of an enquiry based learning (EBL) approach to education. Five focus groups, teachers (1 group) post-registration students (1 group) and pre-registration diploma students (3 groups) were interviewed. Discussions were tape recorded, transcribed, and analysed. The results revealed that students and teachers held disparative views on the efficiency of EBL. Teachers, surprisingly, felt more doubtful and discouraged than learners. Several concerns were raised over the ability of EBL to establish a foothold in a curriculum more noted for a pedagogical stance on learning.
authors.affiliation: University of Nottingham, School of Nursing (Boston Centre), Sibsey Road, Boston, Lincolnshire PE21 9QS, United Kingdom.
authors.forename: Jayne
authors.initials: J
authors.lastname: Ashby
authors.forename: Vanessa
authors.initials: V
authors.lastname: Hubbert
authors.forename: Liz
authors.initials: L
authors.lastname: Cotrel-Gibbons
authors.forename: Karen
authors.initials: K
authors.lastname: Cox
authors.forename: John
authors.initials: J
authors.lastname: Digan
authors.forename: Kerry
authors.initials: K
authors.lastname: Lewis
authors.forename: Gill
authors.initials: G
authors.lastname: Langmack
authors.forename: Milika
authors.initials: M
authors.lastname: Matiti
authors.forename: Damion
authors.initials: D
authors.lastname: McCormick
authors.forename: Lorraine
authors.initials: L
authors.lastname: Roberts
authors.forename: Derek
authors.initials: D
authors.lastname: Taylor
authors.forename: Natasha
authors.initials: N
authors.lastname: Thom
authors.forename: Mary
authors.initials: M
authors.lastname: Wiggs
authors.forename: Linda
authors.initials: L
authors.lastname: Wilson