Summary OpsommingIn South Africa the main focus is on primary health care. This affects the education and training of nurses, and training schools must respond by developing ap propriate teaching modules. A school of nursing devel oped, implemented and revised a problem-and community-based learning module over a period of three years (1996)(1997)(1998). This student-centered module focuses on students' needs, active participation, collaboration, accountability, self-assessment, self-study, life-long learning and appropriate skills. In the formal clinical teaching environment PBL was the main approach. However, this approach was also supported by a vari ety of strategies, for example group discussions and scenarios. The knowledge, attitudes and professional development skills acquired in the PBL approach were then applied informally in the community setting (CBE). The purpose of the study was to evaluate a first year clinical teaching module as part of an extensive pro gramme. A quantitative research method, a descriptive design, and a variety of data collection techniques were used. Conclusions were that clinical teaching was ef fective within the problem-(PBL) and community-based (CBE) approaches; 78% of respondents were positive about the clinical learning environment; 61 % stated that expectations were met; 81% preferred group activities, and 67% indicated that they had developed professional skills. Facilitators agreed that clinical teaching met the requirements of PBL & CBE. The pass rate also im proved.In Suid-Afrika is die fokus op primêre gesondheidsorg. Dit het 'n invloed op onderrig en opleiding van v erp leeg k u n d ig es en dit noodsaak verp leeg o pleid in g sk o le om toepaslike onderrigm odules te ontwikkel. 'n Skool vir verpleegkunde het 'n probleem (PBL)-en gemeenskapsgebaseerde (GBO) leermodule oor 'n tydperk van 3 jaar (1996-1998) ontwikkel, g ei'm plem enteer en hersien. H ierd ie stu d en tgesentreerde modules fokus op studente se behoeftes, aktiewe deelname, samewerking, toerekenbaarheid, selfevaluering, selfstudie, lewenslange leer en gepaste vaardighede. In die formele kliniese onderrigomgewing was PBL die hoofbenadering. Hierdie benadering is egter ondersteun deur 'n verskeidenheid van strategieë soos byvoorbeeld groepbesprekings en scenarios. Die kennis, houdings en professionele ontw ikkelingsvaardighede wat in die PBL benadering verwerf is, is daama in die gemeenskapsopset (GBO) op in informele wyse toegepas. Die doel van die studie was om kliniese onderrig en professionele ontwikkeling as deel van die eerstejaar m odule te evalueer. 'n K w antitatiew e navorsingsm etode, 'n beskrywende ontwerp en 'n verskeidenheid van data insam elingstegnieke is gebruik. Gevolgtrekkings was dat kliniese onderrig effektief binne die PBL en GBO benaderings was; 78% respondente was positief oor die kliniese onderrig leeromgewing; 61% het verklaar dat aan verwagtings voldoen is; 81% het groepaktiwiteite verkies en 67% het aangedui dat hulle professionele vaardighede ontwikkel het. Fasiliteerders het sa...

BackgroundA lack of authentic learning opportunities influence the quality of emergency training of nursing students. The purpose of this article is to describe how the step-up action research model was used to improve the quality of trauma-related educational practice of undergraduate nursing students.ObjectivesTo reduce deaths caused by trauma, healthcare workers should be competent to provide emergency care and collaborate effectively with one another.MethodA simulated mass casualty incident, structured to support the integration of theory into practice, became a more rigorous action research activity which focused on the quality improvement of the mass casualty incident.ResultsThe results indicated improved student learning; partnership appreciation; improved student coping mechanisms, and increased student exposure. Quality emergency training thus results in better real-life collaboration in emergency contexts.ConclusionThe step-up action research model proved to be a collaborative and flexible process. To improve the quality and rigour of educational programmes it is therefore recommended that the step-up action research model be routinely used in the execution of educational practices.

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