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Nurse Educ Pract. 2018 Jan;28:285-291. doi: 10.1016/j.nepr.2017.10.023. Epub 2017 Oct 20.

Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

Author information

1
School of Nursing and Midwifery, Coventry University, Priory Street, Coventry CV1 FFB, United Kingdom. Electronic address: ac5065@coventry.ac.uk.
2
Faculty of Health & Life Science, Dept of Nursing, Jeol Joffe Building, Delta 900, Welton Road, Swindon SN5 7XQ, United Kingdom.

Abstract

The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning.

PMID:
29102281
DOI:
10.1016/j.nepr.2017.10.023
[Indexed for MEDLINE]

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