Abstract
Abstract : Integrated learning refers to the process by which ideas, data, and information, methods, tools, concepts or theories from two or more disciplines are synthesized, connected or blended to generate comprehensive knowledge and skills. The approach allows students to revisit concepts from different perspectives; it also makes learning more coherent and meaningful, and encourages students to become field-independent practitioners. Some of the higher education institutions in Gauteng and other provinces in South Africa still use a compartmentalised approach to learning, which does not keep up with the 21st century health care demands. The purpose of the study is to describe and evaluate a model with guidelines for the operationalisation of a model at a higher education institution. A qualitative, exploratory, descriptive and contextual research design for theory generation was used. The study was conducted in four phases. Phase one explored and described the conceptual meaning of integrated learning using relevant literature. The results of concept analysis identified antecedents, process and outcome. The four learning activities led to the formulation of questions, which gave direction to empirical phase. Theoretical definition using attributes and their related connotations were formulated and theoretical validity was ensured. In phase two, a purposive sampling method was used to select the 13 study participants. Data was collected through an in-depth individual semistructured agenda interviews and data saturation was reached at the 13th participant. Data analysis was, conducted through matrix-building method, and the results indicated 6 themes and 13 related sub-themes. Trustworthiness and ethical principles were ensured. Phase three described the conceptualisation of findings using relevant literature within the six elements of practice theory. The concluding statements of each element on which guidelines were based was described. In phase four, a model description and evaluation was described. The guidelines, justification of original contribution, limitations, recommendations and conclusion of the study were made.
D.Cur. (Nursing Education)