Abstract
This article presents the findings of a study that investigated the attitudes of senior nurse educationalists in England towards the importance of student-centred learning and teaching, and concepts of andragogy in vocational pre-registration nurse education. An in-depth literature review was conducted which formed the basis of development of a measuring instrument that utilised a Likert scale. The findings reveal overall high mean scores and an implied propensity towards beliefs in student-centredness and concepts of andragogy. Analysis related to a number of context variables gives some significant results. These results relate to possible barriers to adopting student-centred teaching and learning methods. Limitations of the study and possible future research in the subject area are given.
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