title: The influence of an undergraduate problem/context based learning program on evolving professional nursing graduate practice.
abstract: Graduates' perception of the value of their undergraduate program is a critical component of professional program evaluation and contributes a viewpoint rarely reported in the literature. It has been proposed that Problem Based Learning (PBL) enhances knowledge acquisition, clinical competency and professionalism as a consequence of students assuming the role of registered nurse as they work through real practice situations on a daily basis in the classroom. The purpose of this study was to determine how PBL graduates describe the contribution of the educational experience to their professional practice as nurses. Using focused ethnography, PBL graduates (N=45) participated in the study as individuals or through focus group discussions. Graduates described themselves as: self aware and self directed critical thinkers, patient advocates able to engage in evidence based holistic practice and interdisciplinary team members able to take on leadership roles and handle conflict.
authors: Faculty of Nursing, University of Alberta, Edmonton AB, Canada. beverly.williams@ualberta.ca
authors: Bev
authors: B
authors: Williams
authors: Jude
authors: J
authors: Spiers
authors: Ann
authors: A
authors: Fisk
authors: Liz
authors: L
authors: Richards
authors: Barb
authors: B
authors: Gibson
authors: Willy
authors: W
authors: Kabotoff
authors: Debra
authors: D
authors: McIlwraith
authors: Aziza
authors: A
authors: Sculley
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D015402:Nursing Education Research; D015403:Nursing Evaluation Research; D015404:Nursing Methodology Research; D009740:Nursing Staff / Q000523:psychology*; D018794:Problem-Based Learning; D020377:Self Efficacy