NR 621 Education Practicum Project Ideas

NR 621 Education Practicum Project Ideas

Student Name

Chamberlain University

NR-621: Nurse Educator Concluding Graduate Experience I

Prof. Name

Date

Introduction to the Education Practicum Project Paper

The purpose of this education practicum project is to investigate a contemporary issue that significantly impacts nursing education today. This paper will discuss the growing relevance of this issue, its effects on learners and academic institutions, and the evidence-based interventions that can help address it effectively. A PICOT question will be formulated to guide the project’s direction, supported by a theoretical framework that validates the proposed teaching strategy.

The primary goal of this practicum is to enhance nursing students’ learning experiences by integrating innovative approaches that align with evolving educational and healthcare expectations. Modern nursing education demands flexible, student-centered strategies that promote critical thinking, engagement, and lifelong learning skills.

Educational Issue Description

In advanced nursing education, educators continually face the challenge of effectively engaging diverse student populations. A key concern emerging in recent years involves connecting with Millennial and Generation Z (Gen Z) nursing students, who now make up the majority of nursing programs and the future nursing workforce (Beresford Research, n.d.; NJSNA Nurses Weekly, n.d.).

Traditional lecture-based teaching methods have become less effective with these generations. Studies show that Millennials (born 1981–1996) and Gen Z learners (born 1997–2012) prefer interactive, technology-enhanced, and participatory learning environments (Shatto & Erwin, 2017). Passive instruction leads to reduced motivation, lower engagement, and weaker knowledge application in real-life nursing situations. Conversely, experiential and interactive approaches—such as simulation, case-based learning, and role-playing—have been shown to enhance student participation, knowledge retention, and critical reasoning (Watson et al., 2019).

Engagement directly influences both academic performance and professional readiness. Modern nursing students expect dynamic learning experiences that mirror the collaborative, fast-paced nature of healthcare. Therefore, adopting teaching methods that meet these expectations is essential for improving both educational and clinical outcomes.

PICOT Question

Question:
In Millennial and Gen Z nurse learners, will role-playing compared to traditional classroom lectures improve learner engagement in the learning process within four weeks?

PICOT Breakdown

Component	Description
P (Population/Problem)	Millennial and Gen Z nursing students struggling with classroom engagement
I (Intervention)	Use of role-playing as an instructional strategy
C (Comparison)	Conventional lecture-based teaching methods
O (Outcome)	Enhanced student engagement, reflected through positive feedback and higher participation
T (Time Frame)	Four weeks

This PICOT structure allows for a systematic evaluation of the intervention’s impact by comparing traditional methods with active learning strategies such as role-playing.

Theoretical Framework

The Kolb’s Experiential Learning Theory (ELT) serves as the guiding framework for this practicum. ELT defines learning as a continuous cycle involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Watson et al., 2019). According to this theory, learners understand and retain knowledge best when they actively engage with real-world experiences.

Millennial and Gen Z learners thrive in educational environments that offer active participation, collaboration, and reflection. Role-playing aligns closely with these principles by enabling students to engage in clinical simulations that promote problem-solving and teamwork. As Fewster-Thuente and Batteson (2018) explain, role-play fosters self-reflection and professional competence by allowing learners to translate theory into practice within realistic contexts.

Applying Kolb’s framework to this project reinforces the idea that knowledge construction occurs through meaningful experiences rather than passive observation. This shift encourages deeper comprehension, adaptability, and improved learner satisfaction.

Proposed Intervention

The proposed intervention for this practicum is the integration of role-playing activities in nursing education to increase engagement among Millennial and Gen Z students. Role-playing immerses learners in authentic clinical situations that demand decision-making, communication, and critical thinking—skills essential for nursing practice.

By simulating real-life healthcare scenarios, students actively apply theoretical knowledge while practicing empathy, teamwork, and leadership. Research supports the effectiveness of this method; Dorri et al. (2019) found that role-playing significantly improved nursing students’ confidence, communication ability, and problem-solving competence.

For modern learners accustomed to technology and experiential methods, role-playing bridges the gap between classroom theory and clinical application. It transforms the learning environment into a dynamic space where knowledge is not only understood but also practiced. Incorporating this strategy over a four-week period is expected to yield measurable improvements in engagement and self-assessed learning outcomes.

Evaluation and Expected Outcomes

The success of the intervention will be measured using both qualitative and quantitative feedback from participants. Pre- and post-intervention surveys will assess levels of engagement, motivation, and satisfaction. Additionally, instructor evaluations and classroom observations will help determine improvements in participation and attentiveness.

If successful, the findings could support broader implementation of role-playing and other experiential learning techniques in nursing curricula. This approach aligns with the growing emphasis on active learning, competency-based education, and student-centered instruction in healthcare education.

Conclusion

Student engagement remains one of the most critical determinants of success in nursing education. Addressing the engagement gap among Millennial and Gen Z learners requires a shift away from passive, lecture-driven teaching toward interactive, experiential learning approaches.

Grounded in Kolb’s Experiential Learning Theory, this practicum project proposes role-playing as a powerful tool to improve engagement and foster deeper learning. Through active participation, learners develop essential clinical and interpersonal skills, preparing them to meet the complex demands of professional nursing.

By utilizing the PICOT framework, this project provides a structured means of evaluating the intervention’s effectiveness and its potential to reshape teaching strategies in modern nursing education. The integration of role-playing not only enhances academic performance but also cultivates the confidence and competence needed for high-quality patient care.

References

Beresford Research. (n.d.). Age range by generation. Retrieved March 9, 2022, from https://www.beresfordresearch.com/age-range-by-generation/

Dorri, S., Farahani, M., Maserat, E., & Haghani, H. (2019). Effect of role-playing on learning outcome of nursing students based on the Kirkpatrick evaluation model. Journal of Education and Health Promotion, 8(1), 197. https://doi.org/10.4103/jehp.jehp_138_19

Fewster-Thuente, L., & Batteson, T. J. (2018). Kolb’s experiential learning theory as a theoretical underpinning for interprofessional education. Journal of Allied Health, 47(1), 3–8.

NR 621 Education Practicum Project Ideas

NJSNA Nurses Weekly. (n.d.). What’s driving Millennial, Gen Z nurses? Retrieved March 9, 2022, from https://njsna.org/whats-driving-millennial-gen-z-nurses/

Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24–28. https://doi.org/10.1891/1078-4535.23.1.24

Watson, M. K., Pelkey, J., Noyes, C., & Rodgers, M. O. (2019). Using Kolb’s learning cycle to improve student sustainability knowledge. Sustainability, 11(17), 4602. https://doi.org/10.3390/su1117460