Table 3.
Pattern matching analysis of the learning approach in the NC
| Learning approach and components of learning | Data examples | Researcher interpretation of learners | Match to the NC characteristics |
|---|---|---|---|
| Adult Learning (Merriam & Bierema 2013) | |||
| Students’ self-concept moves from a dependent personality towards a self-directed one | I think placement in the community is too relaxed and less motivating for the future. We should be given a clearer target (Student 2 NC3) | Dependent | No |
| Experience as a cumulative resource for learning | We [students] focus on practice in the family and the community (Student 2 NC2) | Focus on practice experience | Yes |
| Orientation to learning shifts from one of subject-centeredness to one of problem-centeredness. | We have courses of 6-2 application for family, community, and geriatric, so students must have a placement in the NC during these courses (Lecturer 2 NC3) | Subject/task centeredness | No |
| Internal motivation to learn | They [students] do not want to do their tasks, difficult to complete the task (Head of Puskesmas 3) | No internal motivation | No |
| Readiness to learn | I felt that collaboration with the students was difficult because the students tend to be too passive (Nurse 3 NC1) | Some students are not ready to learn | No |
| Active Learning (Dewing 2008) | |||
| Based in, and on, personal work experience of practitioners | Lecturer must give us clear guidance. Even though I have previous work experience in the hospital, I was confused about what to do in the NC (Student 3 NC1) | Students’ personal work experience might not be applicable in the NC | No |
| Dialogue with self | There is no data to show this | Dialogue with self is not evident in the data | No |
| Observing | I did not give health education alone; sometimes with a nurse and sometimes with my fellow students (Student 1 NC1) | Students do not observe, instead, they are doing the activities | No |
| Dialogue with others. One-to-one or group dialogue between practitioners about a practice topic or activity | We also do monthly discussions and reflection on cases with the Head of the Puskesmas (Nurse 1 NC3) | Dialogue and reflection are used by health service stakeholders | Yes |
| Doing (case studies, role-playing, simulation activities, and other activities) | All students must provide family nursing care for families in the community (Lecturer 1 NC2) | Students provide services in the real-life setting | Yes |
| Service learning (White et al. 1999) | |||
| A course-based credit-bearing educational experience | I have got a new experience because of this CHN placement in the city, we know about diseases in the community and we learn about epidemiology too (Student 1 NC3) | Students learn from the experience | Yes |
| Reflect on the service activity | All students have to write a journal while they are on placement, they must write their everyday learning activities (Lecturer 3 NC1). | Students’ reflective activities through journal writing | Yes |
| Participate in an organised service activity that meets identified community needs | I know that the benefits [of the NC] are very big, especially for the data (Provincial Coordinator of the CHN program) | Reciprocal learning for stakeholders | Yes |
| To gain further understanding of course content, a broader appreciation of the discipline and an enhanced sense of civic responsibility. | For my future career as a nurse, I think the communication skills with people in the community could be useful and applied everywhere (Student 2 NC1). | Students gained further understanding of course content and its application for future career. | Yes |