Students midwives' views of enquiry based learning: the BUMP study

Abstract

One of the reasons enquiry based learning (EBL) has been adopted into midwifery education is that it is considered to make learning relevant to practice. This article reports on a qualitative exploration of EBL, which forms part of a larger action research pre-registration midwifery programme. Analysis of the data found four themes: facilitation; group interaction; evaluation of learning; and using triggers in EBL, linking theory to practice. Learning appeared to be affected by how the groups were facilitated and if the group dynamics were fully realized. Students appeared to use EBL as an opportunity to bring practice into the academic setting and engage in deeper learning which is probably why it was valued within the curriculum.

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

“…Some literature provides context in relation to EBL within Nursing and Midwifery practice but this is at undergraduate level (Snow and Torney, 2015;Hamilton, 2013;Levy and Petrulis, 2011;Tully, 2010;Horne et al, 2007;Rush and Barker, 2006;Brown et al, 2008;Kirwan and Adams, 2008;Ashby, et al, 2005;Fisher and Moore, 2005;Bebb, 2004;Morris and Turnbull, 2004;Glasper, 2001) Other literature explores EBL as a trigger for transformative learning within a mental health nursing context (Stacey and Aubeeluck, 2015) and more generally EBL literature tends to be placed within more generic HE disciplines (Spronken- Smith and Walker, 2010;Justice et al, 2007) whilst the Universities of Manchester (date) and Sheffield (date) provide guidance on how to use EBL as centres of excellence.…”