Supervising undergraduates in community-based learning experiences: An ethical approach.

2012 ◽  
pp. 161-170
Author(s):  
Karen Brakke ◽  
Phylicia Thompson
Keyword(s):  
Learning Experiences ◽  
Community Based ◽  
Ethical Approach ◽  
Community Based Learning

scholarly journals Conceptualisation of community-based basic nursing education in South Africa: a grounded theory analysis

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
Gloria Mtshali
Keyword(s):  
South Africa ◽  
Grounded Theory ◽  
Nursing Education ◽  
South African ◽  
Learning Experiences ◽  
Theory Approach ◽  
The South ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Learning

Community-based education is about a decade old in basic nursing education in South Africa, An extensive review of literature revealed that although CBE was a familiar concept in South Africa, there was however, limited understanding of what this phenomenon means. The purpose of the study was to analyse the concept ‘community-based education’ with the aim of discovering shared understanding of this phenomenon in basic nursing education within the South African context. Strauss and Corbin’s (1990) grounded theory approach was used to guide the research process. The South African Nursing Council’s (SANC) education committee, the National Department of Health, human resources division representatives as well as seven nursing education institutions with well-established CBE programmes participated in the study. The data was collected by means o f observations, interviews and document analysis. Purposive sampling and later theoretical sampling was used for selecting interviewees. This resulted in a total o f 45 interviewees. The data collection and initial data analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin’s model. The findings in this study revealed that community-based education is education that uses the community extensively, especially the under-developed and under-resourced settings, for learning purposes in order to enhance relevance of nursing education to the needs of the South African population. The core discriminatory characteristics o f CBE were found to include; primacy of the community as a learning environment; the early exposure of students to community-based learning experiences; community-based learning experiences dominating the curriculum, exposure to community-based learning experiences throughout the curriculum, vertical sequencing of community-based learning experiences in a curriculum, starting from primary settings to secondary and later tertiary health care settings to facilitate the development of competencies required when serving in all these settings, and lastly, learning through providing service to the underresourced communities. Community involvement and partnership, problem-centred learning, valid assessment of learning emanated as important characteristics of CBE but which were identified as gaps in the existing programmes. Recommendations focused on these gaps as well as to the problem of community-based learning experiences which were mainly concentrated in first and/or second year levels in most o f the programmes.

scholarly journals Critical Pedagogy of Discomfort in Community-Based Learning: Kenyan Students' Experiences

2019 ◽  
Vol 48 (1) ◽  
Author(s):  
Charlene VanLeeuwen ◽  
Lori Weeks ◽  
Linyuan Guo-Brennan
Keyword(s):  
Critical Pedagogy ◽  
University Students ◽  
Learning Experiences ◽  
Community Based ◽  
Human Service Professionals ◽  
Professional Programs ◽  
Global North ◽  
Community Based Learning ◽  
Pedagogy Of Discomfort ◽  
University Settings

Community-based learning (CBL) is employed as a pedagogical approach in professional programs globally; however, transferability of Eurocentric CBL models and theory to university settings outside the global north is under-examined. Adopting critical hermeneutics as the theoretical and methodological framework, this study explored the meaning of community-based learning (CBL) to Kenyan university students in a human services program and examined the complexity of students’ difficult learning experiences in making connections between classroom learning and praxis in Kenyan communities. Data were collected from six university students following 12-week placements with community organizations in Kenya. Findings revealed disciplinary, historical, cultural and extra-linguistic factors related to students’ difficult and uncomfortable learning experiences as human service professionals in training. Recognizing critical civic engagement in Kenya is closely associated with social and cultural contexts, this article recommends the pedagogy of discomfort be integrated into CBL curriculum and praxis to mitigate negative reactions to challenging CBL experiences. The article concludes with implications for enhancing critical CBL literacy and praxis.

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