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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Stakeholders' perspectives on competency-based education program in Africa: A qualitative study.

Barbara M Dube¹, Ntombifikile G Mtshali¹

¹School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.

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|December 9, 2024

Summary

Competency-based education (CBE) reforms health training for social accountability. This study explored stakeholder views on competency-based, primary healthcare-oriented nursing programs in South Africa, emphasizing community health needs.

Keywords:

competency-based education curriculum nursing education nursing student primary health care qualitative study teaching and learning

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Published on: August 1, 2019

Area of Science:

Nursing Education
Public Health
Health Professions Education

Background:

Competency-based education (CBE) is a reform strategy in health professions education.
CBE aims to produce graduates with both professional competence and social accountability skills for safe practice.

Purpose of the Study:

To explore nursing education stakeholders' perspectives on competency-based primary healthcare (PHC)-oriented nursing education programmes.
Focus on the South African context.

Main Methods:

Descriptive qualitative method.
Data collected through focus group discussions, individual interviews, and document analysis.
Purposive and theoretical sampling of 40 participants.

Main Results:

Identified attributes of a competency-based PHC-oriented nursing program.
Identified outcomes of a competency-based PHC-oriented nursing program.

Conclusions:

CBE programs demonstrate strong social accountability, addressing community health needs.
CBE strengthens PHC-oriented services in low- and middle-income countries, improving healthcare accessibility.
Aligns with Sustainable Development Goal 3.