In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750 word description of your proposed capstone project topic. Make sure to include the following:

1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
6. A proposed solution to the identified project topic

You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment.

Prepare this assignment according to the guidelines found in the APA Style enter.

Learning in the clinical environment has been extensively researched and established the clinical setting as a powerful environment for learning [1]. Nevertheless, students continually report on challenges in the workplace environment, such as the supervisor relationship, clerkship fatigue and the experience of being a guest at the clinical ward [2, 3]. In medical education, there has been a lack of attention on the social nature of learning [4], and researchers argue that such a perspective might shed light on under-recognized features of the clinical environment [5]. To address this gap in the literature, this thesis therefore intended to explore workplace learning of undergraduate students from a socio-cultural perspective. Workplace learning refers to learning situated in a setting originally and primarily designed for practice, that is, ‘work’ [6]. The socio-cultural concept of communities of practice [7] has previously been proven useful as a theoretical framework in medical education research. More novel theories include workplace participatory practices as outlined by Billett [8] and the framework of teaching and learning regimes [9], both of which can assist in advancing our understanding of clinical settings as learning environments for students. Workplace participatory practice views workplace learning as a relational interdependence between the affordances of a workplace (how opportunities and invitations to participate are offered) and individual engagement (how individuals elect to engage in the workplace) [8]. A teaching and learning regime is understood to be a set of implicit assumptions, rules and practices guiding the way in which teachers and students interact in relation to teaching and learning [9]. According to the framework of teaching and learning regimes, there can, for example, be dos and don’ts regarding how students are supposed to learn in a workplace, which is understood to be a manifestation of a current regime.

The overall aim of the thesis was to explore workplace learning among undergraduate medical and nursing students. Specifically, the thesis aimed to explore students’ experiences of the clinical learning environment (S