Contextual determinants for community-based learning programmes in nursing education in South Africa : part 1 : contemporary issues in nursing

TL;DR: The contextual determinants of CBL are presented and the causal conditions that led nursing education institutions (NEIs) to incorporate CBL into their curricula are described to describe.

Abstract: Community-based learning (CBL) is one of the fastest growing reforms in the education of health professionals domain. This article aims to present the contextual determinants of CBL and to describe the causal conditions that led nursing education institutions (NEIs) to incorporate CBL into their curricula. A grounded theory research design was adopted. Two university-based schools of nursing were purposively selected to participate in the study and there were 16 participants. Data analysis entailed three phases, namely, open, axial and selective coding. The contextual circumstances contributing to the implementation of CBL emerged as the nature of the graduates produced from the traditional vs the new curriculum; transformation of higher education; transformation of the healthcare system; and transformation of nursing education in South Africa. CBL has emerged as a political instrument that has influenced not only a change in the country's health system but has responded to the needs of the South African population at large.