A Grounded Theory Analysis of the Meaning of Community-Based Education in Basic Nursing Education in South Africa

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Hdl Handle:
http://hdl.handle.net/10755/162106
Category:
Abstract
Type:
Presentation
Title:
A Grounded Theory Analysis of the Meaning of Community-Based Education in Basic Nursing Education in South Africa
Author(s):
Mtshali, N.
Author Details:
N. Mtshali, School of Nursing, University of Kwa-Zulu Natal
Abstract:
An extensive review of literature revealed that although CBE was a familiar concept and a national policy for health professionals' education in South Africa, there was, however, limited understanding of this phenomenon. Most of the existing CBE programmes were a reaction to the inadequacy of traditional nursing education and had emerged without any intellectual discourse on the phenomenon CBE. The aim of this study was to analyse the phenomenon CBE in basic nursing education and the meaning attached to it. Furthermore, the -researcher aimed at developing a middle-range theory of CBE. Strauss and Corbin's (1990) grounded theory approach was used to guide the research process. The South African Nursing Council's (SANC) education committee and seven nursing education institutions with CBE programmes were included for participation in the study. Data were collected by means of observation, interviews and document analysis. Purposive and theoretical sampling was used for selecting interviewees, resulting in a total of 41 interviewees. Data collection and initial analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin's paradigm for qualitative data analysis. The primacy of the community as a learning environment, timing of first exposure, duration, frequency and sequencing of community-based learning experiences, as well as service provision, emerged as discriminatory core characteristics of CBE in basic nursing education. Irrelevance of traditional nursing education and political change emerged as antecedents of CBE. The need to respond to national health policies and community health needs was seen as conditions under which CBE had to operate in South Africa. The nature of the CBE educative process, which placed emphasis on active learning and curriculum relevance, emerged as essential for the realization of expected outcomes of CBE in basic nursing education. Based on these results, it was concluded that CBE in basic nursing education in South Africa is (a) relevant education, (b) responsive education, (c) education for social justice, (d) a conscious and deliberate PHC socialization process and (e) a process and outcomes education. As this was a groundbreaking study on the meaning of CBE in basic nursing education in South Africa, a number of further research studies are recommended.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2004
Conference Name:
Fourth Conference of the Africa Honour Society
Conference Host:
Africa Honour Society of Nursing
Description:
The Africa Honour Society of Nursing was chartered in Gaborone, Botswana on 4 August 2004 and became the Tau Lambda-at-Large Chapter of the Honor Society of Nursing, Sigma Theta Tau International.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleA Grounded Theory Analysis of the Meaning of Community-Based Education in Basic Nursing Education in South Africaen_GB
dc.contributor.authorMtshali, N.en_US
dc.author.detailsN. Mtshali, School of Nursing, University of Kwa-Zulu Natalen_US
dc.identifier.urihttp://hdl.handle.net/10755/162106-
dc.description.abstractAn extensive review of literature revealed that although CBE was a familiar concept and a national policy for health professionals' education in South Africa, there was, however, limited understanding of this phenomenon. Most of the existing CBE programmes were a reaction to the inadequacy of traditional nursing education and had emerged without any intellectual discourse on the phenomenon CBE. The aim of this study was to analyse the phenomenon CBE in basic nursing education and the meaning attached to it. Furthermore, the -researcher aimed at developing a middle-range theory of CBE. Strauss and Corbin's (1990) grounded theory approach was used to guide the research process. The South African Nursing Council's (SANC) education committee and seven nursing education institutions with CBE programmes were included for participation in the study. Data were collected by means of observation, interviews and document analysis. Purposive and theoretical sampling was used for selecting interviewees, resulting in a total of 41 interviewees. Data collection and initial analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin's paradigm for qualitative data analysis. The primacy of the community as a learning environment, timing of first exposure, duration, frequency and sequencing of community-based learning experiences, as well as service provision, emerged as discriminatory core characteristics of CBE in basic nursing education. Irrelevance of traditional nursing education and political change emerged as antecedents of CBE. The need to respond to national health policies and community health needs was seen as conditions under which CBE had to operate in South Africa. The nature of the CBE educative process, which placed emphasis on active learning and curriculum relevance, emerged as essential for the realization of expected outcomes of CBE in basic nursing education. Based on these results, it was concluded that CBE in basic nursing education in South Africa is (a) relevant education, (b) responsive education, (c) education for social justice, (d) a conscious and deliberate PHC socialization process and (e) a process and outcomes education. As this was a groundbreaking study on the meaning of CBE in basic nursing education in South Africa, a number of further research studies are recommended.en_GB
dc.date.available2011-10-27T09:53:41Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:53:41Z-
dc.conference.date2004en_US
dc.conference.nameFourth Conference of the Africa Honour Societyen_US
dc.conference.hostAfrica Honour Society of Nursingen_US
dc.descriptionThe Africa Honour Society of Nursing was chartered in Gaborone, Botswana on 4 August 2004 and became the Tau Lambda-at-Large Chapter of the Honor Society of Nursing, Sigma Theta Tau International.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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