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Updated: Jun 21, 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

Practicum and clinical experiences: postpracticum students' views.

Edwin Ralph¹, Keith Walker, Randolph Wimmer

¹College of Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. edwin.ralph@usask.ca

The Journal of Nursing Education

|August 18, 2009

Summary

Undergraduate students find clinical practicum essential for professional training. Cross-disciplinary analysis of nursing, engineering, and teacher education students reveals shared perceptions of this vital experiential learning phase.

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Last Updated: Jun 21, 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
Experiential Learning
Undergraduate Professional Training

Background:

The clinical or practicum component is crucial in undergraduate professional preparation.
Preservice students across disciplines often rate this phase as the most important.
Understanding student perceptions is key to enhancing these educational experiences.

Purpose of the Study:

To identify the most positive and negative aspects of the final clinical practicum for nursing students.
To compare these perceptions with those of post-practicum students in engineering and teacher education.
To explore cross-disciplinary similarities in student perceptions of experiential learning.

Main Methods:

E-mail survey responses were collected from 63 post-practicum nursing students.
Student feedback on their culminating fourth-year clinical course was analyzed.
Responses were compared with data from engineering and teacher education students.

Main Results:

Nursing students identified key positive and negative elements of their final practicum.
Significant cross-disciplinary similarities were observed in student perceptions of the practicum experience.
The student voice emerged as a critical factor in program enhancement.

Conclusions:

Student feedback provides valuable insights into the effectiveness of clinical practicums.
Practicum organizers should actively solicit and utilize student input for program improvement.
Collaboration across disciplines can enhance the clinical phase of preservice education for all professions.