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Updated: Jul 7, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Partners in Practice: a win-win model for clinical education.

Linda K Daley¹, Edna Menke, Bonnie Kirkpatrick

¹The Ohio State University, College of Nursing, 1585 Neil Avenue, Columbus, OH 43210, USA. Daley.1@osu.edu

The Journal of Nursing Education

|February 1, 2008

Summary

This study piloted a cognitive apprenticeship program pairing senior and first-year nursing students. The program enhanced problem-solving, leadership, and critical thinking skills for students, improving patient care delivery.

Related Experiment Videos

Last Updated: Jul 7, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Nursing Education
Cognitive Apprenticeship
Healthcare Leadership

Background:

Traditional nursing education often lacks robust problem-solving skill development.
Novice nurses require structured support to transition clinical knowledge into practice.
Leadership development is crucial for effective nursing practice and patient care.

Purpose of the Study:

To develop and pilot a cognitive apprenticeship program for baccalaureate nursing students.
To enhance problem-solving, leadership, and critical thinking skills in nursing students.
To evaluate the impact of peer mentorship on nursing student development and patient care.

Main Methods:

A cognitive apprenticeship model was implemented, pairing senior nursing students with first-year students.
The program focused on shared reflection, discussion, and action in clinical and laboratory settings.
Senior students acted as mentors, guided by instructors, within a baccalaureate nursing program.

Main Results:

Senior students improved leadership skills (preparation, communication, feedback) and understanding of learning needs.
First-year students gained confidence, refined communication with patients and staff, and enhanced critical thinking.
The program fostered positive recognition from patients, families, and staff regarding patient care delivery.

Conclusions:

Cognitive apprenticeship effectively develops leadership and problem-solving skills in nursing students.
Peer mentorship within nursing education enhances both novice and experienced student capabilities.
This model offers a novel approach to patient care delivery, benefiting all stakeholders.