Integration of study material in the problem-based learning method
| dc.contributor.author | Becker, S. | |
| dc.contributor.author | Viljoen, M. J. | |
| dc.contributor.author | Botma, Y. | |
| dc.contributor.author | Bester, I. J. | |
| dc.date.accessioned | 2019-03-06T09:24:52Z | |
| dc.date.available | 2019-03-06T09:24:52Z | |
| dc.date.issued | 2003 | |
| dc.description.abstract | English: Throughout the world educators are starting to realise that integrated curricula reflect the “real world”. Students learn how to integrate theory appropriately with practice and it stimulates higher order thinking skills. Problem-based learning (PBL) was used as a learning strategy in an integrated undergraduate programme. A quantatative nonexperimentald design, a survey, was used to determine how problem-based learning influences integration of learning by the students. Using a purposive sampling method all the first-year nursing students (43) at the University of the Free State participating in the programme were included in the study. Data was collected by means of a student perception questionnaire (SPQ). PBL does contribute to an integration of learning. All the students agreed that community problems were brought to the classroom and that theory and practice were complementary. Students also indicated that PBL enhanced gathering of information from various sources and a holistic view of a situation. Problem-based learning also increased the ability to consider problems from various viewpoints and taught students clinical reasoning. Certain aspects of integration still seem to be a problem as 42 % of the students indicated that subjects were not related, 21 % that subjects were not integrated and 37 % that scenarios were not realistic. This might be attributed to the fact that only the nursing subjects were taught by means of PBL. It is recommended that scenarios be revised to make them more realistic and that traditional subjects such as Anatomy, Microbiology and Chemical Science be integrated with nursing subjects by means of problem-solving themes, to form a meaningful core curriculum. | en_ZA |
| dc.description.abstract | Afrikaans: Opvoeders, dwarsoor die wereld, begin agterkom dat ‘n geintegreerde kurrikulum die “ware wereld" weerspieel. Studente leer nie alleen hoe om teorie en praktyk te integreer nie, maar hoerordedenkvaardighede word ook aangeleer. Probleemgebaseerde leer (PBL) is in ‘n geintegreerde voorgraadse kurrikulum as ‘n leerstrategie gebruik. ‘n Kwantitatiewe nie eksperimentele navorsingsontwerp, ‘n opname, is gebruik om die effek van probleemgebaseerde leer as ‘n onderrigstrategie op die integrasie van leer te beskryf. Alle eerstejaar verpleegkundestudente (43) aan die Universiteit van die Vrystaat is deur middel van ‘n oordeelkundige steekproefmetode by die studie ingesluit. Data is versamel deur die student persepsie vraelys (SPQ) te gebruik. PBL dra by tot integrasie van leer. A1 die studente het saamgestem dat gemeenskapsprobleme na die klas gebring is en dat teorie en praktyk mekaar gekomplimenteer het. Studente het ook aangedui dat PBL die versameling van inligting uit verskeie bronne verbeteren ‘n holistiese siening van die situasie verskaf het. Dit het ook die vermoe om probleme vanuit verskillende oogpunte te sien verbeter en studente kliniese beredenering geleer. Sekere aspekte van integrasie blyk steeds ‘n probleem te wees. Studente het aangedui dat vakke nie verband hou nie (42 %), vakke is nie geintegreer is nie (21 %) en scenario’s nie realisties was nie (37 %). Dit kan toegeskryf word aan die feit dat slegs verpleegkundevakke deur middel van PBL aangebied is. Daar word aanbeveel dat tradisionele vakke soos Anatomie, Mikrobiologie en Chemiese Wetenskappe deur middel van probleemoplossingstemas in ‘n betekenisvollekern kurrikulum geintegreer moet word. Scenario’s behoort ook hersien te word om hulle meer realisties te maak. | en_ZA |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Becker, S., Viljoen, M. J., Botma, Y., & Bester, I. J. (2003). Integration of study material in the problem-based learning method. Curationis, 26(1), 57-61. | en_ZA |
| dc.identifier.issn | 2223-6279 (online) | |
| dc.identifier.issn | 0379-8577 (print) | |
| dc.identifier.uri | https://doi.org/10.4102/curationis.v26i1.1295 | |
| dc.identifier.uri | http://hdl.handle.net/11660/9750 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | AOSIS | en_ZA |
| dc.rights.holder | Author(s) retain copyright | en_ZA |
| dc.rights.license | Creative Commons Attribution License 4.0 | |
| dc.subject | Nursing education | en_ZA |
| dc.subject | Problem-based learning (PBL) | en_ZA |
| dc.subject | Integrated undergraduate programme | en_ZA |
| dc.subject | Learning strategy | en_ZA |
| dc.subject | Quantitative non-experimental design | en_ZA |
| dc.subject | University of the Free State | en_ZA |
| dc.title | Integration of study material in the problem-based learning method | en_ZA |
| dc.type | Article | en_ZA |