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

被引:15
作者
Williams, Bev [1 ]
Spiers, Jude [1 ]
Fisk, Ann [2 ]
Richards, Liz [3 ]
Gibson, Barb [1 ]
Kabotoff, Willy [1 ]
McIlwraith, Debra [1 ]
Sculley, Aziza [1 ]
机构
[1] Univ Alberta, Fac Nursing, Edmonton, AB T6G 2G3, Canada
[2] Red Deer Coll, Dept Nursing, Red Deer, AB T4N 5H5, Canada
[3] Grand Prairie Reg Coll, Dept Nursing, Grande Prairie, AB T8V 4C4, Canada
关键词
Problem based learning; Graduate practice; STUDENTS CRITICAL THINKING; COMPETENCE; CURRICULUM; EDUCATION; OUTCOMES;
D O I
10.1016/j.nedt.2011.03.002
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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. (C) 2011 Elsevier Ltd. All rights reserved.
引用
收藏
页码:417 / 421
页数:5
相关论文
共 29 条
[1]  
Barrows H S, 1998, J Dent Educ, V62, P630
[2]   'The buck stops here': accepting responsibility for learning and actions after graduation from a problem-based learning nursing education curriculum [J].
Biley, FC ;
Smith, KL .
JOURNAL OF ADVANCED NURSING, 1998, 27 (05) :1021-1029
[3]  
Boud D., 1998, The Challenge of Problem-Based Learning
[4]  
BoychuckDuchscher J., 2007, THESIS
[5]  
Charmaz K., 2007, Handbook of ethnography, P160
[6]  
Day R.A., 2002, J EXCELLENCE COLL TE, V11, P203
[7]  
Germain C.P., 2001, NURSING RES QUALITAT, P277
[8]   TOWARDS A NEW MODEL OF NURSING-EDUCATION [J].
GLEN, S .
NURSE EDUCATION TODAY, 1995, 15 (02) :90-95
[9]   Perceptions of how well graduates are prepared for the role of pre-registration house officer: A comparison of outcomes from a traditional and an integrated PBL curriculum [J].
Jones, A ;
McArdle, PJ ;
O'Neill, PA .
MEDICAL EDUCATION, 2002, 36 (01) :16-25
[10]  
Knoblauch H., 2005, Qualitative Social Research, V6