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Related Experiment Videos

Problem-solving competency of nursing graduates.

Leana R Uys1, Lily L Van Rhyn, Nomthandaso S Gwele

  • 1School of Nursing, University of KwaZulu-Natal, Durban, South Africa. uys@ukzn.ac.za

Journal of Advanced Nursing
|November 10, 2004
PubMed
Summary

Problem-based learning (PBL) nursing graduates demonstrate superior problem-solving skills in clinical settings compared to non-PBL graduates. Further research is recommended to explore PBL graduates' long-term development and abilities.

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Area of Science:

  • Nursing Education
  • Clinical Competence
  • Problem-Solving Skills

Background:

  • Nursing literature often narrowly defines problem-solving as patient-centered issues.
  • Problem-solving in nursing encompasses broader skills, including work role management, teamwork, and unit administration.
  • Investigating nursing problem-solving is complex due to intricate cognitive process relationships.

Purpose of the Study:

  • To evaluate the clinical problem-solving competence of nursing graduates from problem-based learning (PBL) programs in South Africa.
  • To compare the problem-solving abilities of PBL graduates with those from non-PBL nursing programs.

Main Methods:

  • A qualitative, descriptive, and comparative evaluation study was conducted.
  • Data were gathered through in-depth interviews with graduates and supervisors regarding problem-solving incidents.

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  • Template analysis and Benner's interpretive approach were employed for data analysis.

    • Main Results:

    • 84% of described incidents by graduates were at the advanced beginner level or higher.
    • Novice-level problem-solving incidents were more prevalent in the non-PBL group.
    • PBL graduates exhibited a higher level of problem-solving ability compared to non-PBL graduates.

    Conclusions:

    • PBL programs appear to enhance clinical problem-solving skills in nursing graduates.
    • Further research is needed to investigate the long-term development of problem-solving abilities in PBL graduates.
    • Longitudinal studies tracking problem-solving skill progression at different practice stages are recommended.