Author(s): Hephzibah Samuel Kirubaraj, NaliniJeyavanth Santha

Email(s): Hephzibah.samuel@anglia.ac.uk

DOI: 10.5958/2349-2996.2018.00030.7   

Address: Hephzibah Samuel Kirubaraj1, Dr.NaliniJeyavanth Santha2
1Doctoral Student and Senior Lecturer, Anglia Ruskin University, England
2Principal, Sacred Heart Nursing College, Madurai, Tamil Nadu
*Corresponding Author

Published In:   Volume - 8,      Issue - 1,     Year - 2018


ABSTRACT:
Over the last few decades, nursing education in the world has undergone many changes in its length, content and academic levels. The Inquiry Based Learning (IBL) approach derives ultimately from the Problem Based Learning (PBL) model. This was originally developed in Canada at McMasterUniversity, to be used in their medical school as a way of overcoming learner passivity and linking theory and practice. Nursing Education needed a more flexible curriculum which would help to develop lifelong learning skills and show the importance of competence in practical skills. To achieve these objectives, the use of student-centred learning methodologies such as IBL was encouraged. This article provides information regarding IBL which will aid in developing understanding of this process.


Cite this article:
Hephzibah Samuel Kirubaraj, NaliniJeyavanth Santha. Inquiry Based Learning: An Introspection.Asian J. Nursing Education and Research. 2018; 8(1): 145-148. doi: 10.5958/2349-2996.2018.00030.7


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Asian Journal of Nursing Education and Research (AJNER) is an international, peer-reviewed journal devoted to nursing sciences....... Read more >>>

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DOI: 10.5958/2349-2996 

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