Student nurse challenges in the transition from case based to problem-based learning in a higher education institution in North West

MNSc (Community Nursing), North-West University, Mahikeng CampusBackground: Challenges faced by student nurses during transition from case-based learning to problem-based learning reported to have a negative effect on the academic, psychological, emotional, or social well-being of students. Subsequently, this predisposes student nurses to high failure rate, anxiety disorders, loss of uniqueness and fear of the unknown. Nevertheless, student nurses use different strategies to overcome challenges faced during transition period. Aim/purpose: The aim of this study was to explore and describe challenges faced by student nurses during transition from case-based to problem-based learning in a higher education institution of learning in the North West Province, South Africa. Study setting: The setting of this study was in a higher education institution of learning in the North West Province, South Africa in which the study was conducted. Methodology: A qualitative exploratory, descriptive and contextual research design was used to explore and describe data. A non-probability research approach and purposive sampling technique was used to sample and select participants. Six focus group discussions via zoom communication were used to collect data in a higher education institution of learning in the North West Province of South Africa. The collected data were analysed using six step of thematic analysis by Braun and Clarke. Study findings: Challenges regarding facilitation, challenges regarding assessment and strategies to overcome challenges were the three main themes emerged from the collected data. Conclusion: The study findings established that transitioning from case-based to problem-based learning challenges student nurses differently. There are few strategies suggested by student nurses that might be used to overcome these challenges. Nonetheless, more research studies need to be done because these strategies might not be enough to mitigate the challenges brought about transition from one teaching strategy to another.Master