Evaluation of clinical teaching and professional development in a problem and community-based nursing module

Abstract

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...

Problem-based learning in clinical nursing education: Integrating theory and practice

“…Overall, students perceived the project positively, in that they felt more freedom and responsibility in learning, which supports findings from other studies on PBL (Cooke and Moyle, 2002;De Villiers et al, 2004;Williams, 2004). Students' perceived that the regular meetings with other students for reflection and the relation with the preceptor enhanced their learning, which coheres with findings from previous research (Brysiewicz et al, 2002).…”

“…The possibility for reflection together with personal preceptors and, continually with the base group, was expressed as very positive by the students, in accordance with findings in previous studies (De Villiers et al, 2004;Williams, 2004). However, preceptors reported that they were not always able to meet students' need for reflection, because of lack of time, which has been reported as an obstructing factor for students learning in previous studies (Löfmark and Wikblad, 2001).…”

“…This educational method has been used in various programs over recent decades, but in nursing education few experiences have been reported of using PBL in clinical education (Biley and Smith, 1998;De Villiers et al, 2004). Since this kind of learning encourages self-conducted, individualised learning and thereby also the students' own responsibility for learning, it should also support the personal and professional growth of the student.…”

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“…1. Seventeen articles published during 2004-2020 were included: including five quasi-experimental studies, three descriptive studies, four mixed method studies, and five qualitative studies [11,12,[19][20][21][22][23][24][25][26][27][28][29][30][31][32][33]. The total number of participants was 1,866, ranging from 14 to 613 in each study.…”

A Hadoop-Based Online Teaching Model of "VisibleBody"

“…In British medical schools, the cultivation standards of community nursing skills shall be higher than those of clinical hospitals. Regarding teaching methods, US community nursing course adheres to classroom lecturing, adopts student-centered teacher-student collaborative model and flexible teaching methods, such as problem teaching [3], peer instruction [4] and so on. The studies of Day-Black et al [5] showed that the application of service learning in community nursing teaching can effectively accelerate nursing teaching reform.…”