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dc.contributor.authorPeace, M.
dc.identifier.citationPeace , M 2012 , ' Enquiry-based learning in midwifery : The lecturer's experience ' , British Journal of Midwifery , vol. 20 , no. 5 , pp. 361-368 .
dc.identifier.otherPURE: 962797
dc.identifier.otherPURE UUID: 3ee03d0f-cfc3-432d-beff-48f44490f488
dc.identifier.otherScopus: 84860560695
dc.descriptionCopyright 2012 Elsevier B.V., All rights reserved.
dc.description.abstractIn September 2008, an enquiry-based learning (EBL) approach was implemented for the first time into the University of Hertfordshire's (UH) pre-registration midwifery programme. An evaluation of this approach was therefore required. This study explored the lecturers' experiences of using EBL within the first year of its implementation. A qualitative methodological approach using a phenomenological design were used and two of the main themes that emerged are presented in this paper: 'facilitation of EBL' and 'EBL and the midwifery curriculum.' Conclusions drawn from this study found that overall, EBL is a useful approach within the midwifery curriculum but it should be supported by key lectures that address foundational knowledge in midwifery. The method of facilitation is a key factor in the effectiveness of this approach and staff reflection is deemed to be an important aspect in supporting facilitators to develop in their role. Recommendations are made for the future development of this approach.en
dc.relation.ispartofBritish Journal of Midwifery
dc.titleEnquiry-based learning in midwifery : The lecturer's experienceen
dc.contributor.institutionSchool of Health and Social Work
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionDepartment of Adult Nursing and Primary Care
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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