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Permanent link (DOI): https://doi.org/10.7939/R3J09W564

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The influence of an undergraduate problem/context based learning program on evolving professional nursing graduate practice. Open Access

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Author or creator
Williams, B.
Spiers, J.A.
Fisk, A.
Richard, E.
Gibson, B.
Kabotoff, W.
McIlwraith, D.
Sculley, A.
Additional contributors
Subject/Keyword
problem based learning
nursing research
graduate practice
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
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.
Date created
2012
DOI
doi:10.7939/R3J09W564
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© 2012 Elsevier. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
Citation for previous publication
Williams, B., Spiers, J.A., Fisk, A., Richard, E., Gibson, B., Kabotoff, W., McIlwraith, D., Sculley, A. The influence of an undergraduate problem/context based learning program on evolving professional nursing graduate practice. Nurse Education Today 32.4 (2012), 417-421.
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