Purpose: This study examined the use of teaching methods in the fundamental nursing practicum and explored faculty experiences using a mixed-method design. Methods: A nationwide survey of 78 faculty members and in-depth interviews with 7 participants were analyzed using descriptive statistics and Colaizzi’s qualitative method. Results: The quantitative findings showed that team-based learning (48.7%) and flipped learning (47.4%) were the most frequently used methods and were also rated as the most effective methods (29.5% each). Faculty members identified lack of time (64.1%) and financial constraints (47.4%) as the major barriers to adopting teaching methods and selected practicum environment quality (33.3%) and instructor expertise (29.5%) as the most important factors for improving quality. The qualitative findings yielded four theme clusters: professional practices for enhancing nursing competence, constraints on practicum under limited resources, uncertainty in applying new teaching methods, and the gap between education and clinical practice. Conclusion: This study examined the use of teaching methods and faculty experiences in the fundamental nursing practicum through a mixed-method design and identified factors that contribute to or restrict the quality of practicum education. These findings can serve as an evidence-based basis for the effective design and operation of the fundamental nursing practicum. Future studies are needed to clarify policy support for improving the practicum environment and strengthening instructor expertise.
Choi et al. (Sun,) studied this question.