The influence of an undergraduate problem/context based learning program on evolving professional nursing graduate practice
| Autor: | Liz Richards, Debra McIlwraith, Bev Williams, Barb Gibson, Jude Spiers, Aziza Sculley, Ann Fisk, Willy Kabotoff |
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| Rok vydání: | 2012 |
| Předmět: |
Adult
Male Program evaluation Value (ethics) Evidence-based practice Attitude of Health Personnel media_common.quotation_subject Nursing Methodology Research Education Perception ComputingMilieux_COMPUTERSANDEDUCATION Humans Medicine General Nursing media_common Medical education business.industry Education Nursing Baccalaureate Problem context Problem-Based Learning Focus Groups Knowledge acquisition Focus group Self Efficacy Nursing Education Research Nursing Evaluation Research Problem-based learning Female Nursing Staff Clinical Competence business |
| Zdroj: | Nurse Education Today. 32:417-421 |
| ISSN: | 0260-6917 |
| Popis: | Summary 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. |
| Databáze: | OpenAIRE |
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