In an era where healthcare demands are continuously evolving, the education of nursing professionals is paramount. Recently published research sheds light on the pivotal experiences of graduating nursing students during their clinical practicum courses. The study, conducted by a team led by Wu, CJ, along with Tsai, LH and Chen, CM, reveals critical insights into student satisfaction and perceptions, utilizing a mixed-methods approach that offers both qualitative and quantitative data to formulate a comprehensive understanding of the clinical training process.
Clinical practicum courses serve as a bridge between theoretical knowledge acquired in classrooms and practical skills required in real-world healthcare settings. As students transition into clinical roles, their experiences can significantly shape their professional identity, confidence, and overall readiness to enter the nursing workforce. This recent study delves deep into how graduating students perceive these pivotal training periods, providing a platform for identifying areas of improvement and celebrating successes within nursing education.
The significance of student feedback can’t be overstated, especially as nursing educators strive to fine-tune their curricula to meet the demands of modern healthcare environments. The research emphasizes that understanding student satisfaction during these practicum experiences not only influences individual learners but can also inform systemic revisions within nursing programs. Higher satisfaction rates have been correlated with enhanced learning outcomes and stronger professional preparedness. Thus, capturing the essence of student experiences can be invaluable for future nurse training.
The study also sheds light on the mixed-methods research design, which combines both qualitative interviews and quantitative surveys. This dual approach enriches the study findings, allowing for a nuanced exploration of themes that may not emerge from a singular methodological perspective. By implementing both data collection strategies, the research team could triangulate data, thereby increasing the reliability of their findings while also providing a more robust narrative of student experiences.
Key findings revealed that many students reported a high level of satisfaction with their clinical practicum course, emphasizing the importance of mentorship and supportive interactions with clinical instructors. Strong relationships between students and faculty were found to bolster confidence and facilitate learning. These relationships contributed to a more conducive learning environment, where students felt valued and supported. The affirmation of their skills by experienced practitioners encouraged a smoother transition from learner to healthcare provider.
Conversely, while many students enjoyed positive experiences, the study did not shy away from highlighting areas of dissatisfaction. Some participants expressed concerns regarding the inconsistency of clinical environments and the variability in supervisory practices among different instructors. Such disparities can lead to feelings of inadequacy or confusion among students, ultimately hindering their learning experience. Addressing these inconsistencies is crucial for fostering a more uniform educational landscape for nursing students.
Utilizing open-ended survey responses, the research team uncovered thematic concerns around workload and preparations for future clinical roles. Instances of overwhelming workloads during practicum placements emerged as a recurring topic, with many students feeling ill-prepared when faced with the realities of high-stress healthcare environments. Participants conveyed that they often felt unprepared for the demands placed on them, resulting in increased anxiety and a sense of helplessness. This feedback serves as a critical call to action for nursing educators to reassess their curricular frameworks and practicum designs.
Additionally, the study revealed that many students desired more exposure to diverse clinical settings, recognizing the importance of adaptable skills in various healthcare contexts. Participants voiced the need for greater engagement with interdisciplinary teams, understanding that collaboration across different healthcare professions is vital to patient care. Emphasizing interprofessional education could better prepare nursing students for the realities they will face in practice and enhance their collaborative capabilities.
As the study concludes, it emphasizes the importance of continuous improvement within nursing education systems. The findings serve as a crucial reminder that student voices must be heard in discussions about curriculum design and clinical practicum frameworks. Incorporating student feedback into nursing programs not only enhances educational effectiveness but also fosters a culture of empathy and understanding, ultimately benefiting future graduates as they embark on their healthcare careers.
The insights gleaned from this study have the potential to influence policy makers, educators, and future nursing professionals significantly. By focusing on enhancing clinical practicum experiences, nursing education can ensure that graduates are not just competent nurses but also confident, well-prepared individuals ready to tackle the challenges inherent in healthcare. This commitment to constant refinement and responsiveness to student needs will undoubtedly elevate the standards and outcomes of nursing education programs globally.
As healthcare systems continue to evolve, ensuring that nursing education keeps pace is imperative. By leveraging the findings from this research into satisfaction and perceptions around clinical practicum courses, educational institutions can better equip future generations of nurses. Youth today will undoubtedly bring fresh perspectives and innovations into the nursing field, and with a solid educational foundation, they will be poised to meet the myriad challenges of tomorrow’s healthcare environment.
This mixed-methods study by Wu and colleagues represents an essential contribution to the ongoing dialogue regarding nursing education. By weaving together narrative insights from students and quantifiable data, they frame a compelling case for ongoing investment in nursing education reform. It underscores the importance of viewing student experiences as central to educational strategy and healing the gaps that still exist in many nursing programs.
Through embracing the voices of nursing students, the healthcare profession can enhance its preparation of future nurses, ensuring a workforce that is equipped not only with skills but also with confidence, compassion, and a readiness to deliver exceptional patient care. The commitment to listen and adapt in response to student experience is imperative for any educational institution that aims to thrive in a landscape that is ever-changing and increasingly complex.
This study, as published in BMC Nursing, serves as an urgent reminder of the invaluable input that student feedback offers. As nursing programs worldwide consider reforms, the necessity for a responsive approach that prioritizes student experience holds the key to unlocking the full potential of future healthcare delivery systems.
Subject of Research: Clinical practicum course experiences among graduating nursing students.
Article Title: Satisfaction and perceptions with clinical practicum course among graduating nursing students: a mixed methods study.
Article References:
Wu, CJ., Tsai, LH., Chen, CM. et al. Satisfaction and perceptions with clinical practicum course among graduating nursing students: a mixed methods study.
BMC Nurs 25, 16 (2026). https://doi.org/10.1186/s12912-025-04005-9
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s12912-025-04005-9
Keywords: Nursing education, Clinical practicum, Student satisfaction, Mixed methods, Educational reform.
Tags: clinical practicum experiencescurriculum improvement in nursinghealthcare training programsmixed-methods approach in educationnursing education researchnursing program revisionsnursing students satisfactionnursing workforce readinesspractical skills in nursingprofessional identity in nursingqualitative and quantitative data in educationstudent feedback in nursing
