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“Student success was evident to the instructors in the quality of the products created and in the majority of student attitudes and level of … course satisfaction…With individualized instructor feedback and completion of all the learning exercises, the final products showed comprehension and skill development…Student surveys from 7 years of course delivery showed the following self-reported learning and skill development: Scientific writing ability, Familiarity with data presentation, Understanding of research tools, Clarification of exposure/outcome relationships, Differentiation between issue associations and singular topic descriptions, Knowledge of independent/dependent variable, and Identification of appropriate peer-reviewed sources.” (p.4)
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“Reflective practice, classroom management, and field experience have appeared regularly as key curricular experiences that contribute …to student teachers’ preparation; discussion and suggestions for research and practice in these three areas follow. Reflective practice as a curricular component seems to be effective in promoting preservice music teachers’ growth, particularly during student teaching.” (p.58)
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“This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project …sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process…We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions” (p.194)
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“Those who have participated in the program attest to the impact the program has had on both their professional and personal lives through …increased cultural awareness, heightened understanding of the global issues and challenges faced by health care in general and pharmacy in particular, and a deeper appreciation for how pharmacists around the globe fulfill their professional purpose…They all indicated that they felt the experience improved their abilities as a pharmacist, particularly insofar as it helped them understand how pharmacists in other countries approach problems also faced by pharmacists in the United States (examples cited were drug shortages, rationing issues, compounding/product formulation issues, patient counseling and education, and interaction with physicians and other interprofessional team members). They all felt the experience gave them a deeper sense of professional identity and a broader “worldview” of health care and where pharmacy fits in that landscape.” (p.3-4)
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“The research was conducted over nine semesters and involved the collection of both quantitative and qualitative data from a student …questionnaire. The results indicate that in terms of student perceptions, the capstone unit was very effective in enhancing integration of the program and enhancing professional identity thereby assisting student transition into the professional accounting workplace.” (p.363)
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“Formative capstone simulation scenarios that integrate therapeutic communication, fundamental patient care skills, and clinical reasoning offer …one method to prepare students for clinical that is positively received by students…Students stated that they recognized a connection between the scenarios and what they would experience in the clinical setting and thus believed that capstone simulation scenarios were helpful prior to entering their first clinical rotation.” (p.589)
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“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)
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“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)
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“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)
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“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)