Inquiry‐based learning as a ‘whole‐curriculum approach’: the experiences of first‐year nursing students

Anglia Polytechnic University implemented inquiry‐based learning (IBL) as a ‘whole‐curriculum’ strategy for preregistration nursing education, primarily to avoid the possibility of educational dissonance within a mixed methodology approach. An evaluation strategy was put in place to provide stakeholders with information about process and outcomes. Set against the context of this wider evaluation, this report presents some of the findings of interviews with 15 student representatives as they completed their first year of the IBL programme. The key issues identified concerned adaptation to the IBL process and learning within small groups. This evaluation offers a unique insight into the student experience within an IBL curriculum. The evaluation has enabled the course team to make pertinent modifications to both the programme and student support mechanisms and may provide other educators with pointers for their own curriculum development and implementation.