Education has begun to look beyond the traditional methods of didactic teaching, lectures, and clinical based instruction within their program curricula to address the gap between theoretical and real-life situations (Walker, Langton & Thomson, 2011). Problem Based Learning (PBL) has been seen as an alternative method of instruction that is student centred, where students work collaboratively in small groups to analyze and develop deep understanding of real-world scenarios, with an instructor facilitating this knowledge development (Klunklin, Subpaiboongid, Kietlertnapha, Viseskul, & Turale, 2011). This mixed-methods study was designed to determine if graduates of Problem Based Learning (PBL) undergraduate nursing programs have lower levels of occupational stress, higher levels of job satisfaction, and report being less intent on leaving the nursing profession than graduates of traditional (non-PBL) nursing programs. A letter was mailed containing a link to a 39-item questionnaire to Registered Nurses living in central southern Ontario Local Health Integrated Networks (LHINs), that met the study inclusion criteria of being entitled to practice. The survey data was treated using Observation Oriented Modeling (OOM). A voluntary telephone or video interview was conducted, recorded, and analyzed using Atlas.ti qualitative data analysis software. A series of OOM Built/Test Model analyses indicated that there was no clear definite relationship between PBL and occupational stress, job satisfaction, and intent to leave the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]