ABSTRACT
Background: The idea of collaboration between key stakeholders in nursing education for the implementation of problem-based learning (PBL) may have far-reaching implications for the institutions and students.Main objective: To develop a model of collaboration to facilitate the implementation of PBL in nursing education.Methodology: An exploratory sequential design was used. Qualitative data were collected from purposively recruited nurse educators from three universities in South Africa offering PBL and nurse managers from all the three hospitals in North West Province where PBL students are placed for clinical learning. A questionnaire was used to obtain data from respondents who were conveniently recruited. Model development, concept analysis, construction of relationships, description and evaluation were followed.Results: This model has six elements: higher education and nursing education (context), institutions initiating PBL, clinical services, colleges affiliated to PBL universities, students and healthcare users (recipients), champions in PBL (agents), effective implementation of PBL (terminus), collaboration (process) and commitment, communication, trust and respect (dynamics).Conclusion: Collaboration in implementing PBL can be a functional reality in the delivery of quality educational experiences and has far-reaching implications for the institutions and students. The implementation of the model in South African nursing education institutions may be necessary for the light of the revision of the preregistration qualifications.Recommendations: Managerial commitment, training of collaborators on PBL and collaboration skills, memorandum of agreement, monitoring and evaluation are critical. More research is required to pilot the model and evaluate collaboration in implementing PBL at different levels of operations
Subject(s)
Education, Nursing , Problem-Based Learning/methods , Problem-Based Learning/organization & administration , South AfricaABSTRACT
Introduction: In August 2011; the first cohort of students at the University of Botswana School of Medicine (UBSOM) began their third year of undergraduate medical training. As part of their 2011-2012 curriculum they each completed a 10 week rotation in Emergency Medicine (EM); involving problem based learning (PBL) sessions; maintenance of log books; case presentations; and clinical time at the Emergency Centre (EC) of the main tertiary referral hospital in Gaborone; Princess Marina Hospital. Methods :Since EM rotations are often undertaken in the final year of medical training; students were given an anonymous voluntary survey to study the effect of an EM experience in their first clinical year of training. A 5-point Likert scale was used to evaluate learning opportunities and the overall EM experience. Students described which procedures they had observed or performed in their rotation. The survey concluded with open-ended questions seeking additional feedback. Results : These were very encouraging for both early exposure to EM and the PBL approach. More than 90 of students agreed or strongly agreed that they felt more confident in clinical settings; improved their clinical decision making process; and found the PBL model to be effective over the rotation. 22 different procedures were observed in the EC with 100 observing venesection and plaster applications. 14 different procedures were performed with 83 students performing venesection and over 65 performing chest compressions and venous cannulation. Discussion : It is hoped that this study will provide valuable practical information about undergraduate EM learning in a PBL based Medical School within Sub Saharan Africa that can be replicated across other medical education institutions throughout the region