Programme evaluation in problem-based and community-based nursing education.

The article outlines a case study of formative evaluation of a new Master's Degree Programme in Nursing Education. The programme based on a model of problem and community learning is offered at a major South African university. While the findings of the external evaluators are presented, the meta- (second order) evaluation is discussed, providing some current limitations in the evaluation of problem and community-based degree programmes. Guidelines to overcome these limitations are suggested.