-
“Results from the survey indicated that students felt more confident (gave a higher rating) in the following professional development areas after … completing the course: (1) resume writing, (2) job searching, (3) interviewing, (4) verbal communication, and (5) research skills. Additionally, students indicated a higher awareness of the knowledge, experience, skills and competencies required for their chosen professions after completing the course (average response was 5 on a 1–5 scale, with 5 indicating strongly agree). Most importantly, the results of the survey suggested that, after the completion of this course, students felt more confident in their abilities to transition successfully into the workplace (average response was 5). Students felt that the two aspects of the course that were most helpful for them in relation to their professional development were (1) the creation of the professional portfolio (67 percent) and (2) the professional poster presentation (32 percent).” (p.20)
-
“Findings from a survey study of the project indicated that students felt better prepared to use best practices and that the project enhanced their … overall sense of competence as practitioners.” (p.509) “Findings from a pre- and posttest with quantitative and qualitative elements indicated that participants perceived that the EBP capstone project: enhanced their familiarity with evidence-based practice concepts, improved their ability to locate research literature related to social work practice, and supported a sense of preparedness to used best practices in actual social work interventions.” (p.520)
-
“Students reported having improved their levels of confidence in their communications skills and having improved important skills to prepare …them for the workforce.” (p.8) “All survey participants also reported improved practical skills as a result of their experiential exercises. In particular, they reported feeling more confident in their abilities with layout and design software as well as with the interpersonal skills required to be successful in a publication project.” (p.10)
-
“Both cohorts were uncomfortable performing invasive procedures and reported low levels of confidence in the area of professional identity. … An overall trend of decreasing confidence as patient assignment size increased was observed for both cohorts, and higher confidence was associated with previous health care experience. Perceptions of preparedness for practice did not increase significantly following the introduction of a capstone subject.” (p. 3245) “Capstone subjects include theory but predominantly focus on clinical immersion under the guidance of a preceptor with the aim of consolidating students’ learning in the context of practice (Martin et al. 2011).” (p.3246)