Abstract
A comparative analysis was undertaken using descriptive and cross sectional survey design, to explore the effect of Problem Based Learning and Traditional approach on the development of clinical reasoning abilities of nursing students. Using quota sampling, a sample of 87 subjects was used from two University Nursing Departments, each using these curricula approaches. Students from their first, second and fourth year were interviewed, using the Triple Jump Exercise as an instrument to collect data. Data analysis using the SAS computer software package was employed to obtain both descriptive and statistical summarizations. Though descriptive analysis of the scores of clinical reasoning showed a slight difference between the two curricular approaches, this was not confirmed statistically as the two factor ANOVA and Tukey's methods revealed no significant differences by approaches. The only significant difference was revealed between the students' levels of study with senior levels (4th years) outperforming their juniors. These findings therefore conclude that, students using Problem Based Learning and Traditional approach perform on a similar level in clinical reasoning.
Highlights
With the transformation of the health and education systems in South Africa, the South African Nursing Council (SANC) em phasized teaching and learning strategies that will enhance studentcentred education and training with a focus on the community health needs (SANC 1999)
The adoption of problem based learning as a curriculum approach was viewed as an effort to move away from the content-focused learning approach
The same pattern was observed in the Problem Based Learning (PBL) groups with a mean difference o f 5,3 between the second and fourth year students
Summary
With the transformation of the health and education systems in South Africa, the South African Nursing Council (SANC) em phasized teaching and learning strategies that will enhance studentcentred education and training with a focus on the community health needs (SANC 1999). Some view clinical reasoning as a component of critical thinking In their model of critical thinking, in an attem pt to provide a domain specific definition of critical thinking, Kataoka- Yahiro and Saylor described critical thinking as a reflective and reasonable thinking about nursing problems without a single solution which is focused on deciding what to believe and do. They further stress that critical thinking com petencies include diagnostic reasoning, clinical reasoning, clinical decision making and the nursing process. These conceptualisations account for the overlap in the usage of the concept clinical reasoning and critical thinking in nursing practice (KataokaYahiro& Saylor 1994:309)
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