Gwele N S, McInerney P A, van Rhyn L, Uys L R, Tanga T
School of Nursing, University of Natal.
Curationis. 2003 Nov;26(3):21-31. doi: 10.4102/curationis.v26i3.825.
Whilst there is a significant body of research on the outcomes of problem-based learning (PBL) programmes (Albanese and Mitchell, 1993; Vernon and Blake, 1993), there is little information regarding the outcomes of community-oriented programmes (COL) for nursing students. Between 1994 and 1997, four university schools of nursing implemented problem-based, community-oriented learning (COL) programmes. This research sought to describe, evaluate and compare the outcomes of graduates from these four universities with graduates who had followed conventional programmes.
These were to describe and explore the incorporation of illness prevention and health promotion of graduates from PBL/COL programmes and non-PBL/COL programmes in South Africa, as described by the graduates and their supervisors. Secondly, to describe whether and how the graduates from PBL/COL and non-PBL/COL programmes engaged themselves in continued learning.
This was a qualitative evaluation study, which is descriptive and comparative in nature. In-depth interviews were held with the graduates and their supervisors about six months after completion of their training. Use was made of Miller and Crabtree's (1994) Template Analysis Style and of Benner's (1984) interpretative approach to analyze data. Analysis was done using the NVIVO computer programme. This programme was used to manage the categories which were developed with regard to each concept as the analysis proceeded.
Both the graduates and the supervisors appeared to have difficulty describing activities relating to health promotion and illness prevention. Only three types of health promotion were described--mass education, increasing personal skills and creating a supportive environment. The most commonly mentioned means of illness prevention were health education and medical-surgical asepsis. A few graduates described activities which indicated that they had taken context into consideration during patient care.
虽然有大量关于基于问题的学习（PBL）项目成果的研究（阿尔巴尼斯和米切尔，1993年；弗农和布莱克，1993年），但关于面向社区的护理学生项目（COL）成果的信息却很少。1994年至1997年期间，四所大学护理学院实施了基于问题的、面向社区的学习（COL）项目。本研究旨在描述、评估并比较这四所大学的毕业生与接受传统项目的毕业生的成果。
这些目标是描述并探究南非PBL/COL项目和非PBL/COL项目的毕业生及其导师所描述的疾病预防和健康促进的纳入情况。其次，描述PBL/COL项目和非PBL/COL项目的毕业生是否以及如何参与持续学习。
这是一项定性评估研究，本质上具有描述性和比较性。在毕业生及其导师完成培训约六个月后，对他们进行了深入访谈。使用了米勒和克拉布特里（1994年）的模板分析风格以及本纳（1984年）的解释性方法来分析数据。使用NVIVO计算机程序进行分析。随着分析的进行，该程序用于管理针对每个概念所开发的类别。
毕业生和导师似乎都难以描述与健康促进和疾病预防相关的活动。仅描述了三种健康促进类型——大众教育、提高个人技能和营造支持性环境。最常提到的疾病预防手段是健康教育和医疗手术无菌操作。一些毕业生描述的活动表明他们在患者护理过程中考虑了具体情况。
