Uys Leana R, Gwele Nomthandazo S, McInerney Patricia, van Rhyn Lily, Tanga Thobeka
School of Nursing, University of Natal, Durban, South Africa.
J Nurs Educ. 2004 Aug;43(8):352-61. doi: 10.3928/01484834-20040801-07.
Although a significant body of research regarding problem-based learning (PBL) programs has been conducted during the past 2 decades, most of it relates to medical students and their curricula. There has also been very little research in the context of developing countries. In South Africa, most of the students who are admitted into nursing programs are from disadvantaged backgrounds, and it is important to assess the extent to which process-based curricula are appropriate for this group. The purpose of this study was to describe and evaluate the outcomes of PBL programs in nursing schools in South Africa in terms of the actual clinical practice and competence of graduates, and to compare these outcomes with those of graduates from conventional programs. The objectives of the study were to identify the characteristics of practice of graduates from PBL and conventional schools of nursing in South Africa, as described by the graduates and their supervisors, and secondly, to compare the practice characteristics of the two groups.
尽管在过去20年里已经开展了大量关于基于问题的学习（PBL）项目的研究，但其中大部分是关于医学生及其课程的。在发展中国家的背景下，相关研究也非常少。在南非，大多数进入护理专业的学生都来自弱势背景，因此评估基于过程的课程对这一群体的适用程度非常重要。本研究的目的是根据毕业生的实际临床实践和能力，描述和评估南非护理学校PBL项目的成果，并将这些成果与传统项目毕业生的成果进行比较。该研究的目标一是确定南非PBL护理学校和传统护理学校毕业生的实践特点，这些特点由毕业生及其主管描述；二是比较两组的实践特点。
