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Impact of Enquiry Based Learning (EBL) on student midwife praxis.

Byrne, A., McNeill, J., Rogers, K. and Porter, S., 2017. Impact of Enquiry Based Learning (EBL) on student midwife praxis. Midwifery, 58 (March), 83 - 85.

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Final Draft Midwifery Manuscript Dec 2017.pdf - Accepted Version
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DOI: 10.1016/j.midw.2017.12.025


Midwifery training in Ireland moved to Higher Education in 2006. This shift established a physical and educational separation of theory and practice. The adoption of Enquiry Based Learning (EBL) by one Irish midwifery education institution attempted to address this division. Enquiry Based Learning (EBL) has the potential to develop student reflexivity and evidence assimilation across the career-span and may therefore enhance student praxis. EBL has been championed as an example of an educational model that supports praxis, helping to create competent practitioners through the use of authentic learning scenarios that address the theory practice divide. The current research study represents the first formal evaluation of EBL in undergraduate midwifery education in the South of Ireland. The study was a mixed-methods design that utilised focus groups, interviews and survey to ascertain the opinions of first exposure to EBL amongst a cohort of first year student midwives. Findings demonstrate the value of EBL in enhancing student midwife praxis.

Item Type:Article
Uncontrolled Keywords:Authentic learning ; Enquiry Based Learning ; Midwifery education ; Midwifery praxis ; Theory/Practice divide
Group:Faculty of Health & Social Sciences
ID Code:30193
Deposited By: Symplectic RT2
Deposited On:15 Jan 2018 12:48
Last Modified:14 Mar 2022 14:08


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