Is the introduction of a student-centred, problem-based curriculum associated with improvements in student nurse well-being and performance? An observational study of effect

International Journal of Nursing Studies

Volumn 43, Issue 8, 2006, Pages 941-952

  Jones, Martyn C ^a   Johnston, Derek W ^b  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

^b UNIVERSITY OF ABERDEEN   (United Kingdom)

Author keywords

Curriculum change; Distress; Education; Problem based learning; Student; Well being

Indexed keywords

ABSENTEEISM; ADAPTIVE BEHAVIOR; ANALYSIS OF VARIANCE; ARTICLE; COMPARATIVE STUDY; CROSS-SECTIONAL STUDY; CURRICULUM; EDUCATION; EDUCATIONAL MODEL; EVALUATION; FACTORIAL ANALYSIS; FEMALE; HEALTH CARE QUALITY; HEALTH PERSONNEL ATTITUDE; HUMAN; LONGITUDINAL STUDY; MALE; MENTAL HEALTH; MENTAL STRESS; NURSING EDUCATION; NURSING STUDENT; ORGANIZATION AND MANAGEMENT; PROBLEM BASED LEARNING; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; STANDARD; UNITED KINGDOM;

ABSENTEEISM; ADAPTATION, PSYCHOLOGICAL; ANALYSIS OF VARIANCE; ATTITUDE OF HEALTH PERSONNEL; CROSS-SECTIONAL STUDIES; CURRICULUM; EDUCATION, NURSING, BACCALAUREATE; EDUCATIONAL MEASUREMENT; FACTOR ANALYSIS, STATISTICAL; FEMALE; HUMANS; LONGITUDINAL STUDIES; MALE; MENTAL HEALTH; MODELS, EDUCATIONAL; NURSING EDUCATION RESEARCH; PROBLEM SOLVING; PROBLEM-BASED LEARNING; PROGRAM EVALUATION; QUESTIONNAIRES; SCOTLAND; STRESS, PSYCHOLOGICAL; STUDENTS, NURSING;

EID: 33749666471     PISSN: 00207489     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijnurstu.2005.10.013     Document Type: Article

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