Purpose: This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students' learning experiences in clinical settings. Design/methodology/approach: Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing. Findings: Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation. Originality/value: The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students' experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students' experiences during using mobile technology in the clinical nursing course.