Abstract:

Objectives:
This study aimed to clarify changes in students’ literacy and competency before and after nursing practicum using the PROG assessment. Additionally, it sought to qualitatively analyze the experiences of students with significant score changes to examine the educational significance of the practicum.

Methods:
A mixed-methods design was employed. The study included 96 nursing students from four universities who completed PROG tests before and after their clinical practicum. Quantitative data were analyzed using paired t-tests and Cohen’s d. For qualitative data, semi-structured interviews were conducted with students showing notable score variations, followed by content analysis using Word Miner.

Results:
Total scores for both literacy and competency significantly increased post-practicum with medium effect sizes. While specific sub-items such as “Information Analysis” and “Problem Discovery” improved, “Constructive Power,” “Collaboration,” and “Persistence” tended to decline overall. Notably, students at University A—which implemented an Inquiry-Based Learning (IBL) program prior to the practicum—showed increases across all categories, including those that declined elsewhere. Qualitative analysis revealed that students with improved scores transitioned through a process of reinterpreting pressure as a growth opportunity and establishing effective coping habits through reflection.

Conclusions:
Nursing practicum is an effective educational opportunity for developing generic skills. However, the psychological and environmental demands of clinical settings may negatively impact students' self-evaluation of collaboration and persistence. The findings suggest that integrating pre-practicum IBL programs and enhancing reflective support during the practicum are crucial for maximizing educational outcomes.

Keywords:

Nursing Practicum, Generic Skills, PROG (Progress Report on Generic Skills), Inquiry-Based Learning, IBL, Mixed Methods Research.