The development of staff concerns during implementation of problem-based learning in a nursing programme [1]

Abstract

A f i c a SUMMARY A three-year longitudinal case study is being conducted, aimed at monitoring the development of staff concerns during the implementation of a PBL programme in a nursing department. This paper reports on the experiences encountered during the first 18 months of this case study. The Stages of Concerns Questionnaire (SoCe) designed by Hall et al. (1 979) was used to assess the development of the concerns of the lecturing staff concerning the PBL programme. Periodical interviews were conducted in order to assess perceptions regarding the PBL programme. 'Personal' concerns remained the most intense during all phases of data collection. Concerns about the impact of the programme on students were high after 18 months of implementation. Staff expressed concerns relating to (a) inadequacy of staff support, (6) stress related to work overload and (c) lack of time for doing research and publishing. Nevertheless, staff commitment to the programme was apparent. There was a general view that the programme is exciting and relevant to the changing health policy in South Afnca.

Characteristics and critical success factors for implementing problem-based learning in a human resource-constrained country

“…The nursing college opted for the gradual introduction of PBL by selecting a hybrid PBL model. This is well supported in the literature and has been used by well-established education institutions such as the University of Samford and University of KwaZulu-Natal (Gwele 1997 ; Major 2003 ). The gradual introduction of PBL as a hybrid method is also recommended by Barrows ( 2000 ) and Benson ( 2012 ), who support the use of PBL in conjunction with traditional methods of teaching where necessary.…”

“…However, few African universities have implemented PBL and researched its effectiveness in medical or nursing education. These include the Faculty of Medicine at the University of Makerere in Uganda, Moi University in Kenya and the School of Nursing at the University of KwaZulu-Natal in South Africa (Gwele 1997 ; Iputo & Kwizera 2005 ; Kiguli-Malwadde et al 2006 ).…”

Adoption of innovative teaching strategies in active learning and experiential learning by Egyptian agricultural technical schools instructors

“…Innovation users can move through these stages according to their developmental familiarity with , 2006). The SoCQ has been utilized repeatedly in order to examine teacher concerns across academic settings (Christou et al, 2004;Gwele, 1997;Shoulders and Myers, 2010). George et al (2006) stated that validity testing of the SoCQ has been performed by testing the relationship of the scales to one another and to variables from other concerns theories.…”

Ο Ρόλος Ατομικών Και Οργανωσιακών Παραγόντων Στη Διαδικασία Επιτυχούς Ενσωμάτωσης Των Τεχνολογιών Πληροφορίας Και Επικοινωνίας Από Τους Εκπαιδευτικούς Πρωτοβάθμιας Εκπαίδευσης

“…Το µοντέλο CBAM (Hall, George, & Rutherford, 1977) εστιάζει στους συµµετέχοντες κατά τη διαδικασία εφαρµογής µιας αλλαγής ή καινοτοµίας και είναι ευρέως αποδεκτό στο χώρο της εκπαιδευτικής έρευνας, ειδικά για τη µελέτη των διαδικασιών υιοθέτησης εκπαιδευτικών αλλαγών και καινοτοµιών. Είναι κατάλληλο για τη µέτρηση της τεχνολογικής αλλαγής στους εκπαιδευτικούς, όπως είναι η παιδαγωγική ενσωµάτωση των ΤΠΕ, αφού εστιάζει στην κατανόηση των προσωπικών στάσεων, αντιλήψεων, σκέψεων, εκτιµήσεων και γενικότερα στις ανησυχίες που εκφράζουν οι ίδιοι οι εκπαιδευτικοί κατά τη διαδικασία εισαγωγής µιας νέας καινοτοµίας (Adams, 2002• Ansah & Johnson, 2003• Casey, Harris & Rakes, 2004• Dobbs, 2004• Todd, 1993• Gershner et al, 2001• Gwele, 1997• Lienert, Sherrill, & Myers, 2001• Newhouse, 2001.…”