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Capstone experience: analysis of an educational concept for nursing
Shay A Schroetter1, M Cecilia Wendler
1University of Kansas, School of Nursing, Kansas City, KS, USA. sschroetter@kumc.edu
Capstone experiences in baccalaureate nursing education lack clear definition. This analysis clarifies their attributes, antecedents, and consequences, offering evaluative criteria for nursing programs.
Area of Science:
- Nursing Education
- Higher Education Studies
Background:
- Baccalaureate nursing programs vary in length and outcomes.
- Capstone experiences are often required for baccalaureate nurses but lack consensus on defining aspects.
Purpose of the Study:
- To analyze and clarify the concept of capstone experience in baccalaureate nursing education.
Main Methods:
- Utilized a traditional approach of concept analysis.
- Conducted an extensive review of pertinent literature.
Main Results:
- Identified critical or defining attributes, antecedents, and consequences of capstone experiences.
- Provided case examples, including a real model case, to illustrate these aspects.
- Offered a definition of capstone experience.
Conclusions:
- Presented implications for nursing education, research, and practice.
- Included a list of evaluative criteria for capstone experiences.
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