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The influence of an undergraduate problem/context based learning program on evolving professional nursing graduate
Bev Williams1, Jude Spiers, Ann Fisk
1Faculty of Nursing, University of Alberta, Edmonton AB, Canada. beverly.williams@ualberta.ca
Nurse Education Today
|April 5, 2011
Summary
Problem-Based Learning (PBL) graduates report significant benefits in their nursing careers. This educational approach fosters critical thinking, patient advocacy, and leadership skills essential for professional practice.
Area of Science:
- Nursing Education
- Healthcare Professional Development
Background:
- Graduate perception of undergraduate programs is vital for evaluation.
- Problem-Based Learning (PBL) is theorized to improve knowledge, clinical skills, and professionalism by simulating real nursing scenarios.
Purpose of the Study:
- To explore how Problem-Based Learning (PBL) graduates perceive the impact of their undergraduate education on their nursing practice.
Main Methods:
- Focused ethnography approach.
- Data collected from 45 Problem-Based Learning (PBL) graduates through individual and focus group discussions.
Main Results:
- Graduates identified as self-aware, self-directed critical thinkers.
- They described themselves as patient advocates skilled in evidence-based, holistic practice.
- Graduates reported being effective interdisciplinary team members capable of leadership and conflict resolution.
Conclusions:
- Problem-Based Learning (PBL) significantly contributes to developing key competencies in nursing graduates.
- The educational model appears to prepare nurses for complex practice, advocacy, and teamwork.
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