The use of learning contracts in the clinical area.

This paper examines the implementation and evaluation of learning contracts in the clinical area with a small group of RGN students who were 18 months into their programme. An action research approach was used with the researcher acting as participant observer. Data collection methods included questionnaire, students self-evaluation, nominal group evaluation and researchers notes. The results indicated that through using learning contracts the tutor can effectively facilitate learning in the clinical area. Data collected indicated that the students did benefit from the experience. An important aspect that was identified is the need for adequate preparation of all those involved. The paper concludes that, although there are limitations, contract learning is a useful and valuable strategy to use in the clinical area providing the tutor with an alternative model for clinical contact.