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n Health SA Gesondheid - Facilitators' perceptions of problem-based learning and community-based education : research

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Abstract

In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problem-solving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-based education. In this explorative and descriptive study a qualitative design was followed. The study population of ten first and second year facilitators were included in the research. Data was collected by means of two focus groups by an independent person. Focus groups were tape recorded and content analysis was done. Facilitators identified problems and needs, but positive aspects of the new teaching methodology were also emphasised. The research showed that a paradigm shift from the traditional teaching method to an innovative method leads to distinctive problems and makes more demands on facilitators. The re-education and continuous support of academic staff are essential for a problem-based learning and community-based education programme.

In 1997 het die Skool vir Verpleegkunde, Universiteit van die Oranje-Vrystaat, van 'n tradisionele lesingmetode na probleemgebaseerde leer en van 'n kuratiewe na 'n gemeenskapsgebaseerde benadering verander. Lektore vanuit die tradisionele benadering is as fasiliteerders aangewend en nuwe vaardighede soos luister, dialoog, onderhandeling, berading en probleemoplossing is van hulle vereis. Benewens die rolverandering, het die omgewing vanaf 'n gestruktureerde lesinglokaal na die ongestruktureerde gemeenskap verander. Die doel van hierdie navorsing was om die persepsies van fasiliteerders in probleemgebaseerde leer en gemeenskapsgebaseerde onderrig te bepaal. In hierdie verkennende en beskrywende studie is van 'n kwalitatiewe ontwerp gebruik gemaak. Die totale populasie van tien eerste- en tweedejaar fasiliteerders is by die studie ingesluit. Data is versamel deur middel van twee fokusgroeponderhoude deur 'n onafhanklike persoon. Die fokusgroeponderhoude is op band opgeneem en inhoudsanalise is gedoen. Die fasiliteerders het probleme en behoeftes geïdentifiseer, maar positiewe aspekte van die nuwe onderrig metodologie is ook beklemtoon. Die navorsing het aangetoon dat die paradigma verskuiwing vanaf die tradisionele onderrigmetode na 'n innoverende onderrigmetode tot bepaalde probleme lei en meer vereistes aan fasiliteerders stel. Die heropleiding en volgehoue ondersteuning van akademiese personeel is essensieël vir 'n probleemgebaseerde leer en gemeenskapsgebaseerde onderrigprogram.

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/content/health/5/2/EJC35155
2000-01-01
2016-12-09
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