Introduction: In South Africa, Integration of Services Policy was enacted in 1996 with the aim of increasing health service utilization by increasing the accessibility of all services at primary healthcare level. However, the problem with the policy arises in the implementation of integrated primary healthcare as there is no agreed upon understanding of what this phenomenon means in the South African context. Aims:Analyse integration of primary healthcare services and ultimately develop a model for the integration of primary healthcare services.Results: It emerged that there were three core categories that were used by the participants as discriminatory dimensions of integrated primary healthcare in South Africa. These core categories were (a) comprehensive health care, (b) supermarket approach and (c) one stop shop. Conclusion:The phenomenon, integrated primary healthcare meant different things in different contexts.

The curriculum is a planned learning experience that the academic institution intends to introduce for its learners. and it should be directed towards helping learners become intelligent and significant citizens in a very democratic society (Suwaileh & Gwele, 2005). Developing a nursing curriculum is a difficult task and requires an intensive knowledge of the curriculum development process. the institution and curriculum committee members need an accurate direction right from planning, implementation, and monitoring of the curricular exercise. The curriculum development reflects the future of nursing education, changing trends in the healthcare system, and the expectations of stakeholders. The nursing faculties involved in the curriculum development process spend much time thinking about how to research and organize in writing a replacement curriculum. The pathway to curriculum development remains an unknown lane. this text would help novice curriculum developers with guidelines to develop a comprehensive nursing curriculum. Advances in nursing science and research have sway on the present standard and level of nursing education schemes. The nursing curriculum inevitably needs a reexamination and developing a nursing curriculum is essential to face a growing global challenge on health care professionals toward evidence-based practice.

Background: The change to a democratically elected government in South Africa in 1994 brought with it an impetus for change in public health and education systems, which was signalled by a number of policy documents. Traditional content-driven education was to be replaced by a community-oriented approach to education. Community-based education was to be the vehicle through which health care students and health personnel educators would be equipped with the comprehensive knowledge, competencies and attitudes needed to respond to the health care needs of the South African population. There was, however, no shared understanding of the meaning of the term, community-based education, in the country. The purpose of this study was (a) to conceptualise the phenomenon CBE within the South African context, and (b) to develop a middle-range theory that would guide the practice of CBE in basic nursing education in the country. This article focuses only on describing the middle range theory of CBE. Methods: A grounded theory approach was used to guide the research process. Purposive sampling followed by theoretical sampling resulted in 41 participants comprising of heads of nursing schools, program directors, facilitators from six nursing education institutions and policy makers. Data was collected by means of observations, interviews and analysis of program documents. Observations were carried out in community and classroom settings. Data analysis was performed using open, axial and selective coding. Results: The results showed that in South Africa, community based nursing education was viewed as (a) relevant education; (b) responsive education; (c) education for social justice; and (d) a conscious and deliberate primary health care socialization process. Importantly, a process-outcomes approach to education was seen as the most appropriate curriculum approach for community based nursing education. Conclusions: The tentative theory from this study requires subjection to scholarly critique and validity testing in order to facilitate its evolvement towards becoming a higher level substantive theory.

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In South Africa, integration o f services policy was enacted in 1996 with the aim of increasing health service utilization by increasing accessibility and availability of all health care services at Primary Health Care (PHC) level. Integration of PHC services continues to be seen as a pivotal strategy towards the achievement of the national goals of transformation of health services, and the attainment of a comprehensive and seamless public health system. Although the drive behind the integration of PHC services was to improve accessibility of services to the community, the problem however, arises in the implementation of integrated PHC (IPHC) as there is no agreed upon understanding of what this phenomenon means in the South African context. To date no research studies have been reported on the meaning of the integration of PHC services. Hence, there is a need for shared views on this phenomenon in order to facilitate an effective implementation of this approach.

A cross-sectional study, using a qualitative approach was employed in this study in order to analyze the phenomenon, IPHC in KwaZulu-Natal and the meaning attached to it in different levels of the health system. A grounded theory was selected as it is a method known for its ability to make greatest contribution in areas where little research has been done and when new viewpoints are needed to describe the familiar phenomenon that is not clearly understood. Policy makers and co-ordinators of PHC at national, provincial and district levels as well as PHC nurses at functional level participated in the study. The data was collected by means of observations, interviews and document analysis. The sample size for interviews was comprised of 38 participants. Strauss and Corbin’s process of data analysis was used. It emerged that there were three core categories that were used by the participants as discriminatory dimensions of IPHC in South Africa. These core categories were (a) comprehensive health care, (b) supermarket approach and (c) one stop shop.