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Preparing educators for problem-based and community-based curricula: a student's experiences

N Dana1

  • 1Department of Nursing, University of Fort Hare.

Curationis
|March 1, 1997
PubMed
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This study explores a registered nurse's experience in a Master's program focused on progressive education for health professionals. It highlights the use of a Personal and Academic Development Portfolio in learning innovative teaching methods like problem-based learning and community-based education.

Area of Science:

  • Nursing Education
  • Health Professions Education

Background:

  • The University of Natal Durban (UND) established a Master's Degree in Progressive Education for Health Professionals in 1996.
  • The program aimed to equip health educators with innovative teaching methodologies.

Purpose of the Study:

  • To document the experiences of a registered nurse undertaking the Master's program.
  • To evaluate the effectiveness of a Personal and Academic Development Portfolio in this educational context.

Main Methods:

  • Qualitative reflection on personal learning experiences.
  • Analysis of activities within a Personal and Academic Development Portfolio.
  • Focus on facilitation of basic student learning.

Main Results:

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  • The Personal and Academic Development Portfolio was central to the learning experience.
  • The portfolio encompassed both personal coursework and practical facilitation experiences.
  • Insights were gained into problem-based learning (PBL) and community-based education (CBE).

Conclusions:

  • The Master's program provided valuable insights into advanced pedagogical approaches for health professionals.
  • Personal and Academic Development Portfolios can effectively document and reflect on learning in specialized health education programs.