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Learning Objective 1: The learner will be able to describe the skills and abilities that graduates from a Problem/Context Based identify as contributing to their professional practice.
Learning Objective 2: The learner will be able to describe how Problem/Context Based learning influences the transition to graduate practice.
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.