
Original Research
Conceptualisation of knowledge construction in community service-learning programmes in nursing education
Submitted: 13 October 2011 | Published: 21 June 2013
About the author(s)
Sindi Z. Mthembu, University of KwaZulu-Natal, South Africa, South AfricaFikile G. Mtshali, University of KwaZulu-Natal, South Africa, South Africa
Abstract
Objectives: The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education.
Method: A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants.
Results: The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings.
Conclusion: It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.
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Crossref Citations
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doi: 10.1080/14703297.2016.1273788