Maximising graduate status in pre-registration nursing programmes: Utilising problem based learning
McGarry, Julie; Aubeeluck, Aimee; James, V.; Hinsliff-Smith, K.
AIMEE AUBEELUCK firstname.lastname@example.org
Professor of Health Psychology Education
VICTORIA JAMES Victoria.James@nottingham.ac.uk
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.
McGarry, J., Aubeeluck, A., James, V., & Hinsliff-Smith, K. (2011). Maximising graduate status in pre-registration nursing programmes: Utilising problem based learning. Nurse Education in Practice, 11(6), 342-344. doi:10.1016/j.nepr.2010.11.018
|Journal Article Type||Article|
|Acceptance Date||Nov 20, 2010|
|Online Publication Date||Dec 18, 2010|
|Deposit Date||Nov 20, 2018|
|Journal||Nurse Education in Practice|
|Peer Reviewed||Peer Reviewed|
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