A comparison of competencies between problem-based learning and non-problem-based graduate nurses.
Summary: Competence is essential to ensuring safe, ethical and legal nursing practice. Various teaching strategies are used in nursing education in an effort to enhance graduate competence by bridging the gap between theory learned in the classroom and professional practice as a nurse. The objective...
| Publicado en: | Nurse Education Today Vol. 31; no. 2; pp. 129 - 135 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Feb2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104998456&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104998456 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Feb2011 vid: 31 iid: 2 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 104998456 57687591 10.1016/j.nedt.2010.05.003 NLM20817332 104998456 ppf: 129 ppct: 6 formats: tig: atl: A comparison of competencies between problem-based learning and non-problem-based graduate nurses. aug: au: Applin H Williams B Day R Buro K affil: Critical Care Nursing, Royal Alexandra Hospital, Edmonton, Canada AB T5G 0B7 sug: subj: Problem-Based Learning Education, Nursing New Graduate Nurses Clinical Competence Teaching Methods Human Descriptive Research Descriptive Statistics Comparative Studies Alberta Adult Middle Age Questionnaires Nurse Attitudes Evaluation Summated Rating Scaling Fisher's Exact Test Convenience Sample Coefficient alpha T-Tests Confidence Intervals Clinical Competence Evaluation Sample Size Determination Adult: 19-44 years Middle Aged: 45-64 years ab: Summary: Competence is essential to ensuring safe, ethical and legal nursing practice. Various teaching strategies are used in nursing education in an effort to enhance graduate competence by bridging the gap between theory learned in the classroom and professional practice as a nurse. The objective of this comparative descriptive research was to determine if there was a difference in self reported competence between graduates from PBL and non PBL (NPBL) nursing programs. A convenience sample of 121 graduate nurses in one Canadian province, who had been practicing for at least 6months took part in the study. The researcher designed questionnaire included both forced choice and open ended questions. There was no statistical significance difference between the PBL and NPBL graduates on self reported entry-to-practice competence. However, several significant themes did emerge from the answers to open ended questions which asked graduates how their nursing programs prepared them to meet the entry-to-practice competencies and what program improvements they might suggest. Unlike the NPBL graduates, the PBL graduates identified the structure and process of their programs as instrumental in their preparation to meet the entry-to-practice competencies. PBL graduates associated their abilities to think critically and engage in self-directed evidence-based practice as key to enabling them to meet the competencies. A common theme for program improvement for both PBL and NPBL graduates was a request for more clinical time. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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