Original Research
Perceptions of nurse educators about problem-based learning
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
Submitted: 27 September 2000 | Published: 27 September 2000
About the author(s)
MF Khumalo, University of Orange Free State division of student learning, South AfricaNS Gwele, University of Natal Department of nursing, South Africa
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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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