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Asian Journal of Nursing Education and Research
Year : 2018, Volume : 8, Issue : 1
First page : ( 145) Last page : ( 148)
Print ISSN : 2231-1149. Online ISSN : 2349-2996.
Article DOI : 10.5958/2349-2996.2018.00030.7

Inquiry Based Learning: An Introspection

Kirubaraj Hephzibah Samuel1,*, Dr. Santha Nalini Jeyavanth2

1Doctoral Student and Senior Lecturer, Anglia Ruskin University, England

2Principal, Sacred Heart Nursing College, Madurai, Tamil Nadu

*Corresponding Author Email: Hephzibah.samuel@anglia.ac.uk

Online published on 7 July, 2018.


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 McMaster University, 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.



Inquiry Based Learning (IBL), Nursing Education, Curriculum, Characteristics, Benefits.


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