Improving Students’ Professional Development through Capstone Projects in Health Sciences Higher Education

There is an urgent need to improve students’ professional development at Higher Education Institutions (HEIs) through appropriate modes of delivery, such as capstone projects. Literature reveals that capstone projects afford a high-impact transformative outcome. However, there is a lack of studies focusing on improving students’ professional development through capstone projects in health sciences at South African HEIs. This study aimed to explore health sciences students’ experiences on capstone projects. The Concerned-Based Model of Student Development was the theoretical framework that anchored this study. The authors employed a qualitative single-case study design within an interpretivist paradigm. The research setting was an identified public university in Gauteng Province. Six participants were recruited, and data were analysed using the thematic analysis proposed by Creswell. Findings from this study highlighted the shared, ambivalent views and experiences of the participants on capstone projects. They confirmed that capstone projects benefited them and enhanced their learning experiences, empowering and capacitating them for the world of work. They agreed that capstone projects improved some of their skills and competencies, thus preparing them for clinical practice. However, participants also voiced challenges in implementing capstone projects in their programmes. These primarily focused on the quality of supervision, time constraints, and methodological complexities during the capstone project. This study provides valuable insights into the views and experiences of students regarding capstone projects in health sciences education. Future studies are recommended using diverse approaches, such as quantitative or mixed method approaches.