University of Nottingham (UNITED KINGDOM)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 1097-1102
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0360
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
The use of Enquiry Based Learning in curriculum design and implementation at a Graduate level within nursing is well established. The use of a self-directed study approach maximises graduate attributes such as motivation to learn and the ability to identify and assimilate relevant literature whilst dictating the pace of learning and taking ownership of achievement. We have observed that students often remain under confident in translating this knowledge to clinical practice. They find it difficult to apply their skills, and become frustrated when learning approaches do not seem to directly address their perceived lack of competence in this area.

Our evaluative data suggests that students tend to disengage from the EBL process as a result of these frustrations. An initial honeymoon phase is replaced by dissatisfaction leading to poor attendance impacting on group dynamics. We also noticed standardised approaches to feedback and disinterest in case studies that are not directly applicable to the student’s current field of practice. We called this disengagement; EBL fatigue and noted the link between student and facilitator dissatisfaction and disengagement. Similarly detrimental to the student experience and potentially chronic and challenging to reverse the symptoms of facilitator fatigue include: toleration of superficial feedback where the facilitator does not feel an expert in the main themes. Conversely ‘high jacking’ of the session to teach on topics of expertise considered lacking in the remainder of the program. Influencing the expectations of the students in this way undermines the philosophy of EBL. Alongside this is the concern that when a case study has been facilitated on a number of occasions there is a potential for loss of interest in the students contribution or influence over discussion points and learning areas.

When considering EBL fatigue and how to improve student experience it is important that the interface between student and facilitator is carefully considered. Whilst different approaches should be employed the co dependence cannot be ignored. Strategies to protect against this condition will need to act at a number of levels to both prevent its occurrence and maintain long-term immunity. Initiating change and developing resources to help prevent EBL fatigue must always consider the role of the student and the role of the facilitator with equal importance whilst ensuring the student experience leads any changes. Key to this in our institution is the collaboration of facilitators and students in developing and reviewing resources. We await evaluative data on the effectiveness of our collaborative changes.
Enquiry Based Learning (EBL), Fatigue, Student experience, Facilitator, Student.