Community-based pedagogy of nursing in developing countries: An integrative review

Grace Nambozi, Rozzano C. Locsin


Purpose: Community-based nursing education programs have been recognized for innovative pedagogies. Their influences have focused on clinical experiences of students redirected from hospital-based to community settings. However, their implementation, pedagogy, and impact on the quality of nursing education outcomes have not been clearly evaluated. The purpose of this paper was to explore the extent, nature, and quality of community-based nursing education programs in developing countries.

Methods: An integrative review was performed of published studies from January 1993 to July 2014 using the key search terms: community education, alternative clinical nursing experience, pedagogy of nursing, and clinical experience. Search was done using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Applied Social Science Index and Abstract (ASSIA, Medical Literature Analysis and Retrieved System Online (MEDLINE), British Nursing Index and Ovid SV.  Two evaluation tools appraised these publications: The Critical Appraisal Skills Program (CASP UK 2014), and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

Results: There were 1,530 articles of which 800 were relevant citations only 38 articles met the appraisal criteria. However, five more articles were found in 2014 bringing the total to 43 articles. Five themes were revealed, the nature and purpose of community-based nursing education, significance of placement and learning environment, the impact of community-based nursing education, the challenges and sustainability of community- based nursing education programs, and nurse educator/facilitator role.

Conclusions: The themes bared the nature, quality, and impact of community-based nursing education supportive of the pedagogical approach of modelling education for nursing and health care professionals, particularly in developing countries. The findings suggest that alternative clinical nursing education experiences such as community-based experiences are expected, providing quality educational outcomes. Implications for nursing and education policy: The nature, impact, and pedagogical innovations in community nursing education can inform educational policies and influence future nursing education programs.


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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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