Practicum placements are the signature method used in undergraduate nursing programs to consolidate knowledge in practice. The literature review conducted before this study showed limited research on pediatric practices in undergraduate nursing education. This qualitative descriptive study, analyzed within Knowles’ (1977) adult learning theory framework, explored the practicum experiences of nursing students and the value they ascribed to their learning experience. The acute and community pediatric practicum experiences of 13 undergraduate nursing students and two recent graduates in British Columbia were explored using semi-structured interviews. Thematic analysis of interview data generated four overarching themes: relational practice, knowledge consolidation, identity formation, and exposure. Findings from the study indicated that nursing students valued pediatric placement opportunities that provided a variety of learning experiences and allowed them to work within their perceived scope. Information from this study can inform the planning and management of pediatric practicum experiences for nursing students in undergraduate nursing programs.
