The competence of nursing graduates from problem-based programs in South Africa.
Although a significant body of research regarding problem-based learning (PBL) programs has been conducted during the past 2 decades, most of it relates to medical students and their curricula. There has also been very little research in the context of developing countries. In South Africa, most of the students who are admitted into nursing programs are from disadvantaged backgrounds, and it is important to assess the extent to which process-based curricula are appropriate for this group. The purpose of this study was to describe and evaluate the outcomes of PBL programs in nursing schools in South Africa in terms of the actual clinical practice and competence of graduates, and to compare these outcomes with those of graduates from conventional programs. The objectives of the study were to identify the characteristics of practice of graduates from PBL and conventional schools of nursing in South Africa, as described by the graduates and their supervisors, and secondly, to compare the practice characteristics of the two groups.
Uys
Leana R
LR
School of Nursing, University of Natal, Durban, South Africa. uys@nu.ac.za
Gwele
Nomthandazo S
NS
McInerney
Patricia
P
van Rhyn
Lily
L
Tanga
Thobeka
T
D002983:Clinical Competence / Q000592:standards*; D003152:Community Health Nursing / Q000193:education; D004506:Education, Nursing / Q000592:standards* / Q000706:statistics & numerical data; D006801:Humans; D009718:Nurse Administrators / Q000193:education; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D011322:Primary Prevention; D018794:Problem-Based Learning / Q000592:standards* / Q000706:statistics & numerical data; D015397:Program Evaluation; D036301:Qualitative Research; D013019:South Africa; D013338:Students, Nursing / Q000523:psychology