110 Table 35: Cross-tabulation between students' exposure to learning about women's empowerment in a health clinic and a hospital. 114 Table 41: Accompanying learning activities in a health clinic as an educational setting and community-based projects focusing on rehabilitative care.
Introduction and background
This is in line with the recommendation of the Department of Health's 1997 White Paper on the Transformation of Health Education in South Africa, which identified community-based education as a key curriculum approach to train health professionals who respond to needs health of the population (Department of Health, 1997). Students' learning experiences in community-based learning are consistent with selective primary health care activities, which are based on GOBIFFFF strategies that aim to promote and improve population health, especially in disadvantaged groups.
Problem statement
Although community-based education has been implemented by several higher health education institutions in South Africa with the aim of orienting the educational approach to the health care system (Mpofu et al., n.d.), little is known whether this approach advances primary health care philosophy. . There is overwhelming support for community-based education as a tool for primary health care implementation (Mtshali, 2009; McIntosh and McCormack, 2000; Department of Health, 1997).
Purpose of the study
However, according to McIntosh and McCormack (2000), changes that occurred in education, practice and research were not organized around the principles of primary health care and this delay had an impact on the achievement of health for all citizens of the world. The study by Mtshali (2009) reflected that although a number of PGS-related activities were undertaken by students in community-based nursing education programs in South Africa, it was noted that these activities were college-based and not university-based nursing schools. .
Research questions
Significance of the study
Nursing Education: The findings of this study can help nurse educators understand how their educational strategies promote population health care and how relevant they are to community needs, especially in underserved areas, so that when revising the curriculum, they can develop and implement. strategies that increase students' responsibility in solving the health problems in the communities in which they live. The students can discover the relevance of their education if they embrace an educational approach related to the needs of the population and participate in solving the problems of the community.
Operational definitions
- Community- Based Education (CBE)
- Community Based Service Learning (CBSL)
- Primary Health Care (PHC)
- Primary health care philosophy
- Student
- Community
- Theoretical Framework
Community service learning is an approach to teaching and learning where students provide organized service activities that meet community needs while learning (Vogt, Chavez, & Schaffner, 2011; Lazarus, Eramus, Hendricks, Nduna, & Slamat, 2008). In community service learning, students provide service to the community while meeting their own learning needs.
Conclusion
The success of this phase depends on the degree of student involvement, relevance of the experience and other factors (Fowler, 2008). The learner implements the health promotion and disease prevention activities planned in the abstract conceptualization phase to solve the identified health problems. The students mainly implement GOBIFFFF strategies and other health interventions that reflect PGS philosophy, which is based on community-based learning experiences and primary health care strategies.
Introduction
Overview of community-based education (CBE)
It is a pedagogical approach that places students in a rich learning context, bringing together theory and practice, with the aim of achieving student learning outcomes, thus contributing to the well-being of the community (Reising et al., 2008). Community nursing education provides nursing students with the opportunity to learn to address the social, economic, political, and cultural factors that influence the health of the population (Mtshali, 2011).
Community-based learning activities
This curriculum design has been shown to be similar to primary health care and emphasizes health promotion and disease prevention as it promotes health services for citizens. Nursing students have been shown to be able to help vulnerable groups in the community access health services and actively participate in health promotion and disease prevention while achieving their learning goals.
Advantages of Community-Based Education
According to the findings of a qualitative study conducted by Groh, Stallwood, and Daniels (2011), community education helps students develop the leadership skills and social justice for transformative action necessary for nurses to act for social change. A study conducted by Okayama and Kaji (2011) in Uganda found that students who received community learning showed motivation to work in rural communities and that motivation was related to health education learning activities.
Perceptions of students about community-based education
The study conducted by Reising et al. (2008) revealed that nursing students perceived that their service learning enhanced their health promotion, research, community involvement, and health needs assessment skills. The same author stated that students perceived community service learning as having the potential to facilitate social integration.
Factors affecting community-based learning/service-learning
The type of supervision students receive in clinical learning has a large role to play in fostering student learning. Some of the studies found that a lack of communication between the university and the community resulted in site members being unaware of the students' learning goals and objectives.
Problem based learning (PBL) as teaching strategy in CBE
Scaffa and Wooster (2004) argued that in PBL, students learn problem identification, self-directed learning, and problem-solving skills. PBL is used as a teaching strategy in the community-based education approach to help students gain a deep understanding of concepts and their utility through learning activity.
Facilitation in problem based-learning as a teaching strategy in CBE
In cooperative learning, the students work together in small groups to identify their learning needs in the process of solving their common goal, and apply new knowledge to address that problem (Fontes et al., 2011). Papinczak et al., (2009), argued that the students need strong support from the institution and the tutor's scaffolding skills if learning is to take place (Papinczak et al., 2009).
Brief overview of Primary Health Care Philosophy
Primary health care began in South Africa in the 1940s at Pholela Health Center in rural KwaZulu-Natal. It follows that primary health care is oriented towards social justice (WHO and UNICEF, 1978) and (Cueto, 2004).
Progress of Health-related Millennium development goals (MDGs) in South Africa
Such health services provided by students in their community-based learning must have a positive impact on reducing child mortality and improving maternal health, as it not only provides a service to people living in the community, but also equips students with skills to work in primary health facilities, increasing the availability of health services to the population. It is evident that community-based education has a positive impact on achieving health-related MDGs through primary health care services.
Conclusion
An experimental study conducted by Phillips, Bawah and Binka (2006) in Ghana reported that the location of nurses in the community reduced child mortality rates by more than 50% in 3 years, making the Millennium Development Goal for child survival more achievable, and the fertility rate by 15% due to accessibility of contraceptives and other health services. While the goals specifically related to health are to reduce child mortality, improve maternal health and combat HIV/AIDS, Malaria, Tuberculosis and other diseases, all MDGs are interrelated and influence each other.
Introduction
Research paradigm
Research approach
Research design
Research setting
Population of the study
Sample size, sampling techniques and procedure
Criteria for inclusion
Criteria for exclusion
Data collection instrument and procedure
Data collection instrument
Data collection procedure
The researcher stepped outside the classroom to let the participants complete the questionnaires without feeling intimidated, but stayed outside to answer any questions the participants had if needed. The researcher then collected the completed questionnaires and thanked the participants for their participation in the study.
Validity and reliability of instrument
Validity of instrument
Data collection was done every Monday, Tuesday and Thursday for a month because not all participants were available at the same time. Data collection took place in class for those who wanted to participate and who did not want to take questionnaires home.
Reliability of instrument
Cronbach's alpha of perceptions of community-based education as a tool promoting the primary health care philosophy was .767, and finally, Cronbach's alpha of factors influencing promotion of the primary health care philosophy was .746, which were acceptable internal consistencies. Describe students' perceptions of community-based education as a tool that promotes the primary health care philosophy.
Ethical considerations
Data analysis
Regarding factors affecting the promotion of PGS philosophy in the CBE program, the factors with a mean below 2.4 were considered hindering factors while those with a mean above 2.4 were considered influencing factors. Parametric and non-parametric tests were used in statistical analysis, according to the data distribution (Independent T-test, Chi-square test, Mann-Whitney U-test, Kruskal-Wallis test) and a statistical significance level of P-value of ≤ 0.05 was set to be considered significant.
Data management
This included associations between demographic variables and student perceptions of community-based education. The associations that did not indicate statistical significance were not reported in the final presentation.
Conclusion
Introduction
Description of socio-demographic data
- Age distribution of participants
- Gender of participants
- The academic level
- Home area
- Practical community settings
- Previous involvement in community activities as volunteer
- The choice of nursing
The results showed that the majority of the participants confirmed that they had previously participated in community activities as volunteers (62.6%, n=57), while they stated that they had not participated in community activities before undertaking nursing studies. The majority of the participants represented stated that nursing was their first choice of profession, while stated that nursing was not their first choice.
Description of community-based learning activities that promote PHC philosophy
- Distribution of respondents according to the periods in which they participated in a
- Distribution of respondents according to activities they participated in
- Distribution of respondents according to the community members they involved in
- Distribution of respondents according to primary health care philosophy components as the
- Distribution of respondents according to settings and the community-based learning activities
Distribution of respondents according to the community members they engaged in community-based learning activities. They have been involved in community-based learning activities. Distribution of respondents by institutions and exposure to community-based learning activities.
The factors affecting promotion of primary health care philosophy in community-based
Factors influencing the promotion of the philosophy of primary health care are divided into two categories. The table below shows the distribution of respondents according to their responses regarding the factors influencing the promotion of the philosophy of primary health care in community learning activities.
The perceptions of participants about community-based education as tool that promotes PHC
The overall perceptions of respondents about community-based education as tool that promotes
Eight items were described for students' perceptions of community education as a tool to promote the philosophy of primary health care. Overall distribution of respondents by category of perception of community education as a tool that promotes.
The overall distribution of respondents according to the category of perceptions about
The table below shows the overall distribution of respondents by category of their perceptions regarding community-based education and primary health care philosophy.
The association between variables
Exposure to learning about caring for a terminally ill patient at home (home care) in a health clinic. The Chi-square test was calculated to test the difference between students' exposure to learning about women's empowerment in a community and in a health clinic.
Conclusion
Introduction
Discussion of the findings
Socio-demographic characteristics of the respondents
This can lead to a shortage of nursing staff and negatively impact the implementation and sustainability of the primary care philosophy. The findings are similar to those of Small and Pretorious' (2010) study, where they found that the average age distribution of students was 25 years old.
Community-based learning activities that promote primary health care philosophy
It is also consistent with the study conducted in the US by Sullivan (2009) and the study conducted by Lenz and Warner (2011), both of which found that students identified community health needs before implementing health interventions to address them. health problems. In the current study, it was noted that the community-based projects of 89% of respondents focused on the health promotion component of the PHC.
The factors affecting promotion of primary health care philosophy in community-based
This means that the accessibility of the community was somewhat of an inhibiting factor for learning in a community. This finding is congruent with the findings of the study by Rosing et al., (2010) who found that lack of transportation to the community sites was a factor hindering community-based learning.
Perceptions of respondents on community-based education as a tool that promotes Primary
Respondents' Perceptions of Community-Based Education as a Tool Promoting the Philosophy of Primary Health Care. The results of the current study show that students perceived that community-based education increases their interest in working in under-resourced areas.
Conclusion
Informal settlements were associated with perceptions of interest in working in under-resourced communities due to CBE with a Chi-square of 13.333 and p-value of 0.004. The study also showed that students' perceptions of CBE as a means of promoting the philosophy of the PSC varied across the year of study with a Chi-square of 12.308 and p-value of 0.002.
Recommendations
The Nursing School
This survey found that 82.5% of respondents positively perceived that CBE has increased interest in work in under-resourced communities, such as rural areas and informal settlements. The students became increasingly positive about CBE until they reached the third year of study and then became less positive in the fourth year.
The Nursing School curriculum review committee
Further research
Limitations of the study
A Grounded Theory analysis of the importance of the community-based education in basic nursing education in South Africa. Study Title: The Exploration of Promotion of Primary Health Philosophy in Community-Based Nursing Education Program at a Selected Higher Education Institution in KwaZulu-Natal: The Students' Perspective.
Gender : Male 1
What is your current year of study?
Place of home residence
In which community are/were you based?
