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The use of learning contracts With undergraduates and graduate nursing students, as well as in staff inservice and continuing nursing education, has been promoted in North America as a teaching/learning strategy to individualize learning, promote independence, promote habits of lifelong learning and teach nurses how to cope with change. The purpose of this article is to describe the implementation of contract learning in a required clinical nursing course at the undergraduate level in a Canadian university and to describe retrospectively perceived benefits and difficulties. The process of peer consultation and student evaluation used in modifying contract learning is described. Recommendations for nurse educators considering implementing contract learning are presented.