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The Professional Nurse01:22

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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Published on: June 21, 2010

A comparison of competencies between problem-based learning and non-problem-based graduate nurses.

Harrison Applin1, Beverly Williams, Rene Day

  • 1Critical Care Nursing, Royal Alexandra Hospital, Edmonton, Canada. happlin@telus.net

Nurse Education Today
|September 7, 2010
PubMed
Summary

Problem-based learning (PBL) and non-PBL nursing programs did not differ in graduates' self-reported competence. However, PBL graduates highlighted critical thinking and self-directed practice as key benefits for meeting competencies.

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Area of Science:

  • Nursing Education
  • Competency-Based Education

Background:

  • Nursing competence is crucial for safe, ethical, and legal practice.
  • Educational strategies aim to enhance graduate competence by linking theory to practice.

Purpose of the Study:

  • To compare self-reported competence between graduates of problem-based learning (PBL) and non-PBL nursing programs.
  • To explore how nursing programs prepare graduates for entry-to-practice competencies.

Main Methods:

  • Comparative descriptive research design.
  • Convenience sample of 121 graduate nurses in Canada (practicing ≥ 6 months).
  • Researcher-designed questionnaire with forced-choice and open-ended questions.

Main Results:

  • No statistically significant difference in self-reported entry-to-practice competence between PBL and non-PBL graduates.
  • PBL graduates identified program structure and process as instrumental in preparation.
  • PBL graduates linked critical thinking and self-directed evidence-based practice to meeting competencies.

Conclusions:

  • While overall competence scores were similar, PBL programs foster critical thinking and self-directed learning.
  • Both PBL and non-PBL graduates requested more clinical time for improved preparation.
  • Nursing education should consider pedagogical approaches that enhance critical thinking and evidence-based practice.