Lived experiences of a community regarding its involvement in a university community-based education programme

Linda, Ntombizodwa S.; Mtshali, Ntombifikile Gloria; Engelbrecht, Charlotte

doi:10.4102/curationis.v36i1.78

Cited by 7 publications

(13 citation statements)

References 17 publications

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“…[6,8,36,53] Linda et al [8] used an interpretive existentialistphenomenological approach to describe a community-based education program. The study found benefits to the community, including: developing partnership, increased awareness of services and sharing of resources.…”

Section: Theme 3: the Impact Of Community Nursing Education Programsmentioning

confidence: 99%

“…[17] However, there is a need for students to be supported as they learn to become competent professionals, otherwise demoralisation and alienation from the community may result. [18] Furthermore, community nursing education as a pedagogical model [8] enables students to learn to provide nursing care for people no matter where they are encountered. Mtshali [6] noted that community-based programs are mainly employed where universities are in partnership with the community.…”

Section: Discusion Of Findingsmentioning

confidence: 99%

“…[8,[12][13][14] The main settings included in the studies were the university, the community, and the primary schools which were involved in the community-based programs.…”

Section: Discusion Of Findingsmentioning

confidence: 99%

“…Community-based education placements are clearly relevant to the education of nursing students. [31,34,38] They enhance student experiential learning [6,8,39] and practicing simultaneously is widely regarded as a valuable tool for facilitating nursing students competencies for community practice. [29,34,36] Students link theory to practice [6,34,40] and through active participation, [41] students acquire cultural competence.…”

Section: Discusion Of Findingsmentioning

confidence: 99%

“…[7] Teachers must adapt to the curriculum in a manner that fosters collaboration and partnership with communities, and with other stakeholders. Linda et al [8] claimed that these partnerships can create more efficient and effective educational learning environments for students, while building links between community and nursing education in order to bring about a well-rounded approach to care. Therefore, to derive data that can support the furtherance of the educational program, an integrative review of literature at the initiation of the community-based education movement was performed.…”

Section: Introductionmentioning

confidence: 99%

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Community-based pedagogy of nursing in developing countries: An integrative review

Nambozi

Locsin²

2016

JNEP

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Purpose: Community-based nursing education programs have been recognized for innovative pedagogies. Their influence have focused on clinical experiences of students redirected from hospital-based to community settings. However, their implementation, pedagogy, and impact on the quality of nursing education outcomes have not been clearly evaluated. The purpose of this paper was to explore the extent, nature, and quality of community-based nursing education programs in developing countries. Methods: An integrative review was performed of published studies from January 1993 to July 2014 using the key search terms: community education, alternative clinical nursing experience, pedagogy of nursing, and clinical experience. Search was done using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Applied Social Science Index and Abstract (ASSIA, Medical Literature Analysis and Retrieved System Online (MEDLINE), British Nursing Index and Ovid SV. Two evaluation tools appraised these publications: The Critical Appraisal Skills Program (CASP UK 2014), and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Results: There were 1,530 articles of which 800 were relevant citations only 38 articles met the appraisal criteria. However, five more articles were found in 2014 bringing the total to 43 articles. Five themes were revealed, the nature and purpose of community-based nursing education, significance of placement and learning environment, the impact of community-based nursing education, the challenges and sustainability of community-based nursing education programs, and nurse educator/facilitator role. Conclusions: The themes bared the nature, quality, and impact of community-based nursing education supportive of the pedagogical approach of modelling education for nursing and health care professionals, particularly in developing countries. The findings suggest that alternative clinical nursing education experiences such as community-based experiences are expected, providing quality educational outcomes. Implications for nursing and education policy: The nature, impact, and pedagogical innovations in community nursing education can inform educational policies and influence future nursing education programs.

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Section: Theme 3: the Impact Of Community Nursing Education Programsmentioning

confidence: 99%

Section: Discusion Of Findingsmentioning

confidence: 99%

“…[8,[12][13][14] The main settings included in the studies were the university, the community, and the primary schools which were involved in the community-based programs.…”

Section: Discusion Of Findingsmentioning

confidence: 99%

Section: Discusion Of Findingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Community-based pedagogy of nursing in developing countries: An integrative review

Nambozi

Locsin²

2016

JNEP

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Building bridges: Collaboration between community college and university

Judge

Murray

Hughes-Gay

et al. 2016

Teaching and Learning in Nursing

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Effect of community-based education on undergraduate nursing students’ skills: a systematic review

et al. 2021

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Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

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Lived experiences of a community regarding its involvement in a university community-based education programme

Cited by 7 publications

References 17 publications

Community-based pedagogy of nursing in developing countries: An integrative review

Community-based pedagogy of nursing in developing countries: An integrative review

Building bridges: Collaboration between community college and university

Effect of community-based education on undergraduate nursing students’ skills: a systematic review

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