Perceptions of facilitators using case-based educational strategies in a nursing management decentralized program in South Africa

Abstract

Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking. Objectives: The objective of this study was to explore the perceptions of case-based facilitators in a decentralised nursing management education program located in Durban, South Africa. Methods: This descriptive, exploratory study used focus groups to examine perceptions of facilitators (N=15) using case-based education in a nursing management program. Results: The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse between 11 and 20 years, and slightly more than half had worked as a facilitator 3 or more years. The three major themes emerged were related to the student learners, the learning environment, and using facilitation to teach the programme. Conclusion: Decentralised nursing management educational programs can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.