Postgraduate nursing students’ experiences in a project-based learning model

A qualitative focus group study

Bibliographic Data

ID22424643
AuthorsSixue Wang (Hubei University of Chinese Medicine), Yue Yuan (0000-0003-1401-0907, Hubei University of Chinese Medicine), Chunyi Zhou (Hubei University of Chinese Medicine), Huijuan He (Hubei University of Chinese Medicine, corresponding author), Yuncui Wang (0000-0002-5418-2220, Hubei University of Chinese Medicine)
Year2026
Volume26
Issue1
Publication date2026-01-29
Open AccessYes
TypeARTICLE
VenueBMC Medical Education (JOURNAL)
Journal identifiersISSN: 1472-6920 • E-ISSN: 1472-6920
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1186/s12909-026-08649-2
PMID41612312
OpenAlexW7125954991
LanguageEN
References cited40

BACKGROUND: Due to the increasing complexity of global health issues, educators must adopt innovative pedagogical approaches in master’s education to cultivate advanced health professionals. Project-based learning (PBL) is an effective method, yet evidence on how it achieves its pedagogical outcomes and influences postgraduate nursing students’ development is limited. This study aimed to describe the experiences of postgraduate nursing students engaged in a PBL model within a scientific research training course and to explore the key elements that impact their knowledge, competencies, and affective thinking. METHODS: This study used a qualitative approach. Twenty-one postgraduate nursing students enrolled in a scientific research training course were interviewed through face-to-face and online. Data were collected through semi-structured focus group interviews. Thematic analysis was used to analyze interview data. RESULTS: The qualitative study revealed five themes, external stressors: multiple challenges to capacity, external supportive forces: the teacher as a positive enabler, endogenous forces: self-directed learning from facilitation to reinforcement, sense of accomplishment, and curriculum design for future student needs. CONCLUSIONS: This study identifies key elements of effective implementation of the PBL educational model that enable students to have a good course experience and promote knowledge, skills and thinking.

Curriculum · Facilitation · Focus group · Nurse education · Problem-based learning · Qualitative research · Thematic analysis · Education and Critical Thinking Development · Engineering Education and Curriculum Development · Problem and Project Based Learning