Evolution of Professional Practice through Problem/Context Based Learning

2.50
Hdl Handle:
http://hdl.handle.net/10755/202263
Type:
Presentation
Title:
Evolution of Professional Practice through Problem/Context Based Learning
Abstract:
(41st Biennial Convention) Purpose: The purpose of this research was to examine how graduates perceive that a Problem/Context Based Learning (PBL/CBL) undergraduate nursing program contributes to the evolution of their professional practice following graduation. Methods: Using focused ethnography, data was collected through individual and focus group interviews with program graduates from 2-10 years post graduation. Thematic analysis using constant comparison was completed to identify salient themes. Findings: Most graduates did experience a period of transition with their first position as a registered nurse. Once they were through the transition period they described themselves as: confident to practice, professional, self aware and self directed, able to use of evidence to support practice, able to think critically and to take on leadership roles, advocating for the patient and handling conflict, interdisciplinary team players and holistic in their practice. They attributed the acquisition of these characteristics to the structure and process of the CBL program. Conclusion: Although PBL/CBL students sometimes struggle with methodology while they are in the program once they graduate and begin to practice the majority were able to identify how the process contributed to who they had become as professionals.
Keywords:
Transition to professional practice; Problem based learning; Nursing Education
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvolution of Professional Practice through Problem/Context Based Learningen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202263-
dc.description.abstract(41st Biennial Convention) Purpose: The purpose of this research was to examine how graduates perceive that a Problem/Context Based Learning (PBL/CBL) undergraduate nursing program contributes to the evolution of their professional practice following graduation. Methods: Using focused ethnography, data was collected through individual and focus group interviews with program graduates from 2-10 years post graduation. Thematic analysis using constant comparison was completed to identify salient themes. Findings: Most graduates did experience a period of transition with their first position as a registered nurse. Once they were through the transition period they described themselves as: confident to practice, professional, self aware and self directed, able to use of evidence to support practice, able to think critically and to take on leadership roles, advocating for the patient and handling conflict, interdisciplinary team players and holistic in their practice. They attributed the acquisition of these characteristics to the structure and process of the CBL program. Conclusion: Although PBL/CBL students sometimes struggle with methodology while they are in the program once they graduate and begin to practice the majority were able to identify how the process contributed to who they had become as professionals.en_GB
dc.subjectTransition to professional practiceen_GB
dc.subjectProblem based learningen_GB
dc.subjectNursing Educationen_GB
dc.date.available2012-01-11T11:18:55Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:18:55Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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