A capstone teaching project for undergraduate nursing students: development of a visual teaching-learning tool

Area of Science:

• Nursing Education
• Pedagogy in Healthcare
• Professional Development for Nurses

Background:

• Transitioning senior nursing students require effective pedagogical strategies to foster active learning.
• Traditional teaching methods may not fully prepare students for the complexities of professional nursing practice.
• Capstone projects offer a unique opportunity for experiential learning and skill integration.

Purpose of the Study:

• To describe an innovative teaching-learning capstone project for senior nursing students.
• To promote active learning and facilitate the transition to professional practice.
• To evaluate the impact of a Visual Project on student learning and professional identity.

Main Methods:

• Implementation of a capstone project involving the creation of a three-dimensional Visual Project.
• Students worked with experienced nurse preceptors during their senior year.
• Projects addressed learning needs of patients, families, or nursing staff.
• Presentations of Visual Projects to nursing units, faculty, and students.

Main Results:

• Students successfully created Visual Projects addressing diverse healthcare learning needs.
• The capstone project fostered a sense of accomplishment and self-awareness in students.
• Students recognized their own engagement in the teaching-learning process central to their projects.

Conclusions:

• The Visual Project capstone model effectively promotes active learning in senior nursing students.
• This approach supports a smoother transition from academia to professional nursing practice.
• The project enhances students' understanding of teaching and learning principles within a clinical context.