{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/2950"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/2950","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Implementation of problem-based learning in nursing education: a Malawian case study","abstract":"Problem-based learning (PBL) is a teaching and learning approach that is known to facilitate life-long learning, problem solving, self-directed learning, critical thinking skills and student motivation (Hung, Jonassen & Liu 2006:486; Ehrenberg & Haggblom 2007:67). It is also renowned for the promotion and integration of knowledge. PBL was introduced in Malawian nursing education six years ago; however, its implementation apparently has been very slow throughout the country. The primary purpose of this study was to explore, analyse and describe characteristics that facilitated implementation of PBL in the identified college as a case study. The secondary purpose was to utilise the data gathered from the identified college as a case study to identify a set of critical factors that could guide implementation of PBL in nursing education in Malawi. This was an exploratory and descriptive qualitative case study using an ethnographic approach and guided by the theoretical framework of sociotechnical systems. Purposive sampling technique was employed to select the college, nine participants and documents for review. Three data sources were utilised: semi-structured interviews, participant observation and document reviews. Ethnographic data analysis was done following the four steps of data analysis as described by Spradley (1979), and trustworthiness was ensured utilising the criteria proposed by Lincoln and Guba. Four themes emerged as characteristics that enhanced implementation of PBL: having a goal to achieve, resources for the organisation, influence on the organisation, and critical success factors. These four themes had the following subthemes and categories: (i) having a goal - subthemes were; producing life-long learners, review of the curriculum, gradual introduction of PBL and embracing the PBL. (ii) Resources for the organisation – subthemes were; committed management and leadership, skills development of staff, having staff with the same values, additional staff, having technological and material resources, and staff knowledge of the curriculum. (iii) Influences on the organisation – subthemes were; social influence, economic influence and political influence. (iv) Critical success factors – subthemes were; staff involvement in planning and communication, motivation and commitment of staff, collaboration with other colleges and organisations, and recognition of the need for change.","abstract_html":"Problem-based learning (PBL) is a teaching and learning approach that is known to facilitate life-long learning, problem solving, self-directed learning, critical thinking skills and student motivation (Hung, Jonassen & Liu 2006:486; Ehrenberg & Haggblom 2007:67). It is also renowned for the promotion and integration of knowledge. PBL was introduced in Malawian nursing education six years ago; however, its implementation apparently has been very slow throughout the country. The primary purpose of this study was to explore, analyse and describe characteristics that facilitated implementation of PBL in the identified college as a case study. The secondary purpose was to utilise the data gathered from the identified college as a case study to identify a set of critical factors that could guide implementation of PBL in nursing education in Malawi. This was an exploratory and descriptive qualitative case study using an ethnographic approach and guided by the theoretical framework of sociotechnical systems. Purposive sampling technique was employed to select the college, nine participants and documents for review. Three data sources were utilised: semi-structured interviews, participant observation and document reviews. Ethnographic data analysis was done following the four steps of data analysis as described by Spradley (1979), and trustworthiness was ensured utilising the criteria proposed by Lincoln and Guba. Four themes emerged as characteristics that enhanced implementation of PBL: having a goal to achieve, resources for the organisation, influence on the organisation, and critical success factors. These four themes had the following subthemes and categories: (i) having a goal - subthemes were; producing life-long learners, review of the curriculum, gradual introduction of PBL and embracing the PBL. (ii) Resources for the organisation – subthemes were; committed management and leadership, skills development of staff, having staff with the same values, additional staff, having technological and material resources, and staff knowledge of the curriculum. (iii) Influences on the organisation – subthemes were; social influence, economic influence and political influence. (iv) Critical success factors – subthemes were; staff involvement in planning and communication, motivation and commitment of staff, collaboration with other colleges and organisations, and recognition of the need for change.","abstract_has_math":false,"creators":["Giva, Karen Rose Nsandu"],"institution":"Division of Nursing and Midwifery","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Duma, Sinegugu"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-22T22:23:30Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/2950","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Duma, Sinegugu"]},{"key":"dc:creator","label":"Author","values":["Giva, Karen Rose Nsandu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-07-28T14:33:43Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-07-28T14:33:43Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Division of Nursing and Midwifery"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MSc"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/2950"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes abstract.","Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["Problem-based learning (PBL) is a teaching and learning approach that is known to facilitate life-long learning, problem solving, self-directed learning, critical thinking skills and student motivation (Hung, Jonassen & Liu 2006:486; Ehrenberg & Haggblom 2007:67). It is also renowned for the promotion and integration of knowledge. PBL was introduced in Malawian nursing education six years ago; however, its implementation apparently has been very slow throughout the country. The primary purpose of this study was to explore, analyse and describe characteristics that facilitated implementation of PBL in the identified college as a case study. The secondary purpose was to utilise the data gathered from the identified college as a case study to identify a set of critical factors that could guide implementation of PBL in nursing education in Malawi. This was an exploratory and descriptive qualitative case study using an ethnographic approach and guided by the theoretical framework of sociotechnical systems. Purposive sampling technique was employed to select the college, nine participants and documents for review. Three data sources were utilised: semi-structured interviews, participant observation and document reviews. Ethnographic data analysis was done following the four steps of data analysis as described by Spradley (1979), and trustworthiness was ensured utilising the criteria proposed by Lincoln and Guba. Four themes emerged as characteristics that enhanced implementation of PBL: having a goal to achieve, resources for the organisation, influence on the organisation, and critical success factors. These four themes had the following subthemes and categories: (i) having a goal - subthemes were; producing life-long learners, review of the curriculum, gradual introduction of PBL and embracing the PBL. (ii) Resources for the organisation – subthemes were; committed management and leadership, skills development of staff, having staff with the same values, additional staff, having technological and material resources, and staff knowledge of the curriculum. (iii) Influences on the organisation – subthemes were; social influence, economic influence and political influence. (iv) Critical success factors – subthemes were; staff involvement in planning and communication, motivation and commitment of staff, collaboration with other colleges and organisations, and recognition of the need for change."]},{"key":"dc:title","label":"Title","values":["Implementation of problem-based learning in nursing education: a Malawian case study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Duma, Sinegugu"],"dc:creator":["Giva, Karen Rose Nsandu"],"dc:date.accessioned":["2014-07-28T14:33:43Z"],"dc:date.available":["2014-07-28T14:33:43Z"],"dc:date.issued":["2013"],"dc:description":["Includes abstract.","Includes bibliographical references."],"dc:description.abstract":["Problem-based learning (PBL) is a teaching and learning approach that is known to facilitate life-long learning, problem solving, self-directed learning, critical thinking skills and student motivation (Hung, Jonassen & Liu 2006:486; Ehrenberg & Haggblom 2007:67). It is also renowned for the promotion and integration of knowledge. PBL was introduced in Malawian nursing education six years ago; however, its implementation apparently has been very slow throughout the country. The primary purpose of this study was to explore, analyse and describe characteristics that facilitated implementation of PBL in the identified college as a case study. The secondary purpose was to utilise the data gathered from the identified college as a case study to identify a set of critical factors that could guide implementation of PBL in nursing education in Malawi. This was an exploratory and descriptive qualitative case study using an ethnographic approach and guided by the theoretical framework of sociotechnical systems. Purposive sampling technique was employed to select the college, nine participants and documents for review. Three data sources were utilised: semi-structured interviews, participant observation and document reviews. Ethnographic data analysis was done following the four steps of data analysis as described by Spradley (1979), and trustworthiness was ensured utilising the criteria proposed by Lincoln and Guba. Four themes emerged as characteristics that enhanced implementation of PBL: having a goal to achieve, resources for the organisation, influence on the organisation, and critical success factors. These four themes had the following subthemes and categories: (i) having a goal - subthemes were; producing life-long learners, review of the curriculum, gradual introduction of PBL and embracing the PBL. (ii) Resources for the organisation – subthemes were; committed management and leadership, skills development of staff, having staff with the same values, additional staff, having technological and material resources, and staff knowledge of the curriculum. (iii) Influences on the organisation – subthemes were; social influence, economic influence and political influence. (iv) Critical success factors – subthemes were; staff involvement in planning and communication, motivation and commitment of staff, collaboration with other colleges and organisations, and recognition of the need for change."],"dc:identifier.uri":["http://hdl.handle.net/11427/2950"],"dc:language.iso":["eng"],"dc:publisher.department":["Division of Nursing and Midwifery"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Implementation of problem-based learning in nursing education: a Malawian case study"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MSc"]},"updated_at":"2026-07-22T22:23:30Z"}