Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709681
Title: Midwifery graduates' perceptions of the impact of enquiry based learning on their clinical practice
Author: Nallen, Kathleen
ISNI:       0000 0004 6059 4947
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2016
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Abstract:
In recent years Enquiry Based Learning (EBL) has been embedded in a variety of healthcare related programmes and has become a fundamental component of curricula delivery. EBL research suggests that positive experiences outweigh limitations including enhancing links between theory and practice. Development of transferable skills such as decision making, problem solving and critical thinking is attributed to EBL in some studies. Overall however, very little high quality evidence exists to advocate EBL’s efficacy and subsequently justify widespread curriculum change. Limited research is available on the effectiveness of EBL in midwifery education, additionally there is a paucity of EBL related research with midwifery graduates, an anomaly this evaluation attempts to ameliorate. EBL was recently introduced into Higher Diploma in Midwifery education in the Republic of Ireland. As EBL is frequently credited with being positively influential on clinical practice, it was considered fitting to undertake an evaluation based on this premise. The aim of the study was to elicit perceptions of Higher Diploma in Midwifery graduates regarding the impact of Enquiry Based Learning on their clinical practice. Fourteen graduates took part in a qualitative study which used semi-structured interviews. Findings centred on three major themes: ‘Impact of EBL on the experience of learning’, ‘Impact of EBL on the quality of learning’ and the ‘Impact of EBL on clinical practice’. These three themes incorporated fourteen categories which were then used to provide the framework for discussing the research findings within the context of wider literature. Findings support the assertion that EBL helps relate theory to clinical practice as well as enhancing personal development and the quality of learning. Recommendations are made based on the findings and the implications for stakeholders in midwifery education, practice and management are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.M.P.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.709681  DOI: Not available
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