Community-based pedagogy of nursing in developing countries: An integrative review

Abstract

Purpose: Community-based nursing education programs have been recognized for innovative pedagogies. Their influence have focused on clinical experiences of students redirected from hospital-based to community settings. However, their implementation, pedagogy, and impact on the quality of nursing education outcomes have not been clearly evaluated. The purpose of this paper was to explore the extent, nature, and quality of community-based nursing education programs in developing countries. Methods: An integrative review was performed of published studies from January 1993 to July 2014 using the key search terms: community education, alternative clinical nursing experience, pedagogy of nursing, and clinical experience. Search was done using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Applied Social Science Index and Abstract (ASSIA, Medical Literature Analysis and Retrieved System Online (MEDLINE), British Nursing Index and Ovid SV. Two evaluation tools appraised these publications: The Critical Appraisal Skills Program (CASP UK 2014), and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Results: There were 1,530 articles of which 800 were relevant citations only 38 articles met the appraisal criteria. However, five more articles were found in 2014 bringing the total to 43 articles. Five themes were revealed, the nature and purpose of community-based nursing education, significance of placement and learning environment, the impact of community-based nursing education, the challenges and sustainability of community-based nursing education programs, and nurse educator/facilitator role. Conclusions: The themes bared the nature, quality, and impact of community-based nursing education supportive of the pedagogical approach of modelling education for nursing and health care professionals, particularly in developing countries. The findings suggest that alternative clinical nursing education experiences such as community-based experiences are expected, providing quality educational outcomes. Implications for nursing and education policy: The nature, impact, and pedagogical innovations in community nursing education can inform educational policies and influence future nursing education programs.

Community-based nursing education

“…Bu gereklilik, hemşirelik eğitimini hastane temeli eğitimden TTE'ye yönlendiren bir paradigma değişimini de beraberinde getirmektedir (Mtshali, 2011). Toplum temelli hemşirelik eğitimi, hemşirelik öğrencilerinin bireylerin olduğu her yerde, birey ve aile merkezli hemşirelik bakımı vermeyi öğrendiği (Hunt, 2013;Nambozi & Locsin, 2017;Zotti ve ark, 1996), klinik eğitimin hastanelerden çok toplumun olduğu her ortamda uygulandığı, farklı öğrenme ortamları ve stratejileri sunan yenilikçi bir eğitimdir (Carter ve ark, 2005). Toplum temelli hemşirelik, hemşirelikte bir uzmanlık alanı değil tüm hemşirelik uzmanlık alanlarına rehberlik eden bir felsefedir (Zotti ve ark, 1996).…”

“…Hemşirelik girişimleri birey, aile ve toplumun değerleri doğrultusunda birey, aile ve sağlık ekibi üyeleri tarafından belirlenir. TTE ile öğrenciler, multidisipliner bir ekibin üyesi olarak kaynakları yetersiz bu alanlarda çalışmaya hazırlanırlar (Nambozi & Locsin, 2017;Hunt, 2013).…”

“…Yoder, Cohen & Gorenberg (1998) emphasize the significance of the curricular changes in nursing education when they state, "transforming the nursing curriculum to incorporate practice in community-based sites is no longer a choice" (Van Ort & Townsend, 2000). Nursing students must learn to give individual and familycentered nursing care, in everywhere that individual and community take place in (Carter et al, 2005;Hunt, 2013;Nambozi & Locsin, 2017;Zotti, Brown & Stotts, 1996). CBE is an innovative education which provides different learning environments and strategies that clinical education where applied in more community settings than hospitals (Carter et al, 2005;Hunt, 2013;Nambozi & Locsin, 2017;Zotti, Brown & Stotts, 1996).…”

“…Nursing students must learn to give individual and familycentered nursing care, in everywhere that individual and community take place in (Carter et al, 2005;Hunt, 2013;Nambozi & Locsin, 2017;Zotti, Brown & Stotts, 1996). CBE is an innovative education which provides different learning environments and strategies that clinical education where applied in more community settings than hospitals (Carter et al, 2005;Hunt, 2013;Nambozi & Locsin, 2017;Zotti, Brown & Stotts, 1996). CBE focuses on individuals and community who generally take inadequate healthcare.…”

The New Era of Nursing Research

“…For the community settings, Nambozi [4] integrate reviewed 38 articles related to the community-based pedagogy of nursing in developing countries and found the major domain of five themes was to facilitate the nursing students to be the competent nurses bridging their academic learning with the clinical works by using community partnership relationship. In terms of the roles of facilitating, Doghtrey [5] conducted the literature review of three cases with a mixed method of 46 discrete and practical facilitation activities and identified that communication and relationshipbuilding were the key elements of developing evidences-based practice of facilitation along with the internal and external factors.…”