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dc.contributor.authorPetty, Julia
dc.date.accessioned2015-08-12T19:47:08Z
dc.date.available2015-08-12T19:47:08Z
dc.date.issued2013-01
dc.identifier.citationPetty , J 2013 , ' Interactive, technology-enhanced self-regulated learning tools in healthcare education : A literature review ' , Nurse Education Today , vol. 33 , no. 1 , pp. 53-59 . https://doi.org/10.1016/j.nedt.2012.06.008
dc.identifier.issn0260-6917
dc.identifier.otherPURE: 8770775
dc.identifier.otherPURE UUID: 94c07fd1-9117-498a-8bb6-278b6691ac9a
dc.identifier.otherScopus: 84873079146
dc.identifier.otherORCID: /0000-0002-3639-2881/work/32371301
dc.identifier.urihttp://hdl.handle.net/2299/16252
dc.description.abstractLearning technology is increasingly being implemented for programmes of blended learning within nurse education. With a growing emphasis on self-directed study particularly in post-basic education, there is a need for learners to be guided in their learning away from practice and limited classroom time. Technology-enabled (TE) tools which engage learners actively can play a part in this. The effectiveness and value of interactive TE learning strategies within healthcare is the focus of this paperen
dc.language.isoeng
dc.relation.ispartofNurse Education Today
dc.titleInteractive, technology-enhanced self-regulated learning tools in healthcare education : A literature reviewen
dc.contributor.institutionDepartment of Nursing (Children, Learning Disability and Mental Health) and Social Work
dc.contributor.institutionSchool of Health and Social Work
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.description.statusPeer reviewed
dc.relation.school
dcterms.dateAccepted2013-01
rioxxterms.versionofrecordhttps://doi.org/10.1016/j.nedt.2012.06.008
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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