| dc.contributor.author | Petty, Julia | |
| dc.date.accessioned | 2015-08-12T19:47:08Z | |
| dc.date.available | 2015-08-12T19:47:08Z | |
| dc.date.issued | 2013-01 | |
| dc.identifier.citation | Petty , 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.issn | 0260-6917 | |
| dc.identifier.other | PURE: 8770775 | |
| dc.identifier.other | PURE UUID: 94c07fd1-9117-498a-8bb6-278b6691ac9a | |
| dc.identifier.other | Scopus: 84873079146 | |
| dc.identifier.other | ORCID: /0000-0002-3639-2881/work/32371301 | |
| dc.identifier.uri | http://hdl.handle.net/2299/16252 | |
| dc.description.abstract | Learning 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 paper | en |
| dc.language.iso | eng | |
| dc.relation.ispartof | Nurse Education Today | |
| dc.title | Interactive, technology-enhanced self-regulated learning tools in healthcare education : A literature review | en |
| dc.contributor.institution | Department of Nursing (Children, Learning Disability and Mental Health) and Social Work | |
| dc.contributor.institution | School of Health and Social Work | |
| dc.contributor.institution | Health & Human Sciences Research Institute | |
| dc.description.status | Peer reviewed | |
| rioxxterms.versionofrecord | https://doi.org/10.1016/j.nedt.2012.06.008 | |
| rioxxterms.type | Journal Article/Review | |
| herts.preservation.rarelyaccessed | true | |
