Original Research

Perceptions of nurse educators about problem-based learning

MF Khumalo, NS Gwele
Curationis | Vol 23, No 2 | a655 | DOI: https://doi.org/10.4102/curationis.v23i2.655 | © 2000 MF Khumalo, NS Gwele | This work is licensed under CC Attribution 4.0
Submitted: 27 September 2000 | Published: 27 September 2000

About the author(s)

MF Khumalo, University of Orange Free State division of student learning, South Africa
NS Gwele, University of Natal Department of nursing, South Africa

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Abstract

The nursing education system has to aim at producing nurse professionals who are competent in the delivery of PHC to meet the changing needs of the South African society. This therefore, requires that nursing colleges in South Africa adopt curriculum approaches that develop links between theory and clinical practice and consequently prepare students to develop self directed learning skills, self reliance, the ability to utilise different intellectual, interpersonal and practical skills to make decisions and solve problems critically (SANC, 1985). A number of authors (Andrews & Jones, 1996; Creedy & Hand, 1994; Creedy, Horsfall & Hand, 1992; Heliker, 1994) suggested Problem-based learning (PBL) as the most appropriate educational approach which will equip students with the skills necessary to function in a comprehensive and primary focused health delivery system.

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Crossref Citations

1. Problem based learning in the clinical setting – A systematic review
Suzanne M. Williams, Heather J. Beattie
Nurse Education Today  vol: 28  issue: 2  first page: 146  year: 2008  
doi: 10.1016/j.nedt.2007.03.007