Julie McGarry
Maximising graduate status in pre-registration nursing programmes: Utilising problem based learning
McGarry, Julie; Aubeeluck, Aimee; James, V.; Hinsliff-Smith, K.
Authors
AIMEE AUBEELUCK aimee.aubeeluck@nottingham.ac.uk
Professor of Health Psychology Education
VICTORIA JAMES Victoria.James@nottingham.ac.uk
Associate Professor
K. Hinsliff-Smith
Abstract
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.
Citation
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 |
Publication Date | 2011-11 |
Deposit Date | Nov 20, 2018 |
Journal | Nurse Education in Practice |
Print ISSN | 1471-5953 |
Publisher | Elsevier |
Peer Reviewed | Peer Reviewed |
Volume | 11 |
Issue | 6 |
Pages | 342-344 |
DOI | https://doi.org/10.1016/j.nepr.2010.11.018 |
Public URL | https://nottingham-repository.worktribe.com/output/1291484 |
Publisher URL | https://www.sciencedirect.com/science/article/pii/S1471595310001654 |
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