| dc.description.abstract | To meet health care challenges brought about by the patterns of diseases such as HIV,
Tuberculosis, Sexually Transmitted Diseases (STDs), chronic conditions and
malnutrition, nurse educators are required to redirect their teaching strategies to those
that promote critical thinking in order to develop nurses who are critical, reflective and
analytical. It is therefore important to continually adapt teaching strategies to meet the
changing health-care needs of the country.
The purpose of this study was to develop a collaborative model of implementing PBL in
the nursing education context. The study was conducted in two phases, namely,
exploration and description of the opinions of the nurse educators, nurse managers and
preceptors regarding collaboration in PBL in nursing education and model development.
In phase 1, an exploratory sequential mixed methods design (Creswell & Clark, 2007)
was used to explore the opinions and views of participants regarding collaboration in
implementing PBL in nursing education. For the qualitative component, a sample of 44
respondents was purposively recruited to participate, whereas for the quantitative
component participants were conveniently recruited. The findings from the qualitative
design and literature review informed the development of a survey instrument from a
larger population (n=96) of nurse educators from the South African Higher Education
Institutions offering PBL nursing education, nurse managers and preceptors from
clinical services in the North-West Province where PBL students are placed for clinical
learning.
Both qualitative and quantitative data indicated the need for various types (interprofessional,
inter-disciplinary, and inter-institutional) of collaboration; benefits of
collaboration to staff, students, organizations and health care users; factors and barriers
to successful collaboration in implementing PBL. The data from this process formed the
basis for concept analysis and model development.
Phase 2 included a model development and consisted of concept analysis and model
development. The concept of interest in this study is collaboration, which was identified
from the interviews analysed according to the Rodgers and Knalf's (2000:80)
Evolutionary Method. The results of concept analysis were integrated in the process of
concept development. The concept collaboration was classified within a practice model
as prescribed by Dickoff, James and Wiedenbach (1968:434-435) using the elements
of practice theory. The collaborative model was developed according to Chinn and
Kramer (20 11: 195).
The developed model for collaboration in the implementation of PBL has six main
elements, namely: the Higher Education; Nursing Education and Health Care Services
(Context); institutions initiating PBL, clinical services, colleges affiliated to Universities,
students and health care users (recipients); Centre's of Excellence in PBL (Agents);
effective implementation of PBL (terminus); collaboration (process); and commitment,
communication, cooperation, trust and respect (dynamics).
Guidelines to ope rationalize the model, which include the strategic management and
leadership, should be committed to the collaboration by offering support, commitment of
time, energy and resources. Leadership and commitment are basic to success of
collaboration. Accordingly, the South African Nursing Council (SANG) should obligate
professional nurses to be involved and collaborate in education of nursing students,
especially in clinical services. Good interpersonal relationships and communication
skills should be maintained between academic institutions and clinical health services to
promote participation in the collaboration.
Health-care authorities should provide
authentic learning opportunities for PBL nursing students through policies, procedure
and protocols. Nurses in the health-care services must be trained on PBL and
collaboration skills; clinical staff must participate in PBL curriculum planning,
implementation and evaluation together with roles, responsibilities and tasks of clinical
individuals, teams. And institutions should clearly detail, in the Memorandum of
Understanding (MOU), issues of collaboration to ensure shared accountability and
ownership. Recommendations for research include, inter alia: piloting the model and
evaluating it; further research on collaboration in implementing PBL at different levels of
operations; cultural influences on collaboration; criteria to assess effectiveness of
collaboration; and development of an evaluation instrument of the model. | en_US |
