Year: 2021
Type: article
Abstract: Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care.Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates.SL is known as a philosophy and an approach to community development and pedagogy.In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.A qualitative multimethod study was conducted, using a conceptual framework that blended with Kotter's organisational change model, to guide the research approach and the principles to curriculum development.The study comprised two phases, which pursued five objectives.Under Phase 1, a document analysis was used to map the curriculum, at the micro level of an undergraduate Bachelor of Nursing curriculum, was devised to communicate the aspects that inform the learning and teaching practices, as well as formulate the Community Engagement (CE) typology, currently imbedded in an undergraduate Bachelor of Nursing curriculum, that would constitute a draft SL pedagogy.The SL pedagogy were reflected in the aspects that inform the learning and teaching practices, the typology of CE, and the Higher Education Quality Committee (HEQC) indicators for the quality management of the SL elements, based on the finding of Objective 1 and Objective 2. The third objective, comprised of a selfassessment exercise that was performed, using the Community Engagement Grading Rubric (CEGR) that was developed for this current study to determine the potential of modules.Phase 2 involved two objectives, in which the fourth objective explored, analysed, and interpreted the experiences of the nurse educators, regarding their learning and teaching practices which were used to validate the draft SL pedagogy.Finally, Objective 5 was initiated to finalise SL pedagogy within an undergraduate Bachelor of Nursing curriculum.The main findings of this study, therefore, were used to illustrate the SL pedagogy, which is characterised by scaffolding and constructive alignment in all aspects of the learning and teaching practices, including the graduate attributes.The main elements of the SL pedagogy provided insights into the essence of the pedagogy, the concepts and beliefs about learning, the epistemological rationale, the political realities of the curriculum, and guidance on the process http://etd.uwc.ac.
Author: Jeffrey Hoffman
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3184518580