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Background <p>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.</p> Methods <p>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.</p> Results <p>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.</p> Conclusions <p>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.</p>

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Postgraduate nursing students’ experiences in a project-based learning model: a qualitative focus group study

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  • 出版模式：

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  • 发表日期：

    2026年1月29日

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  • Sixue Wang,
  • Yue Yuan,
  • Chunyi Zhou,
  • Huijuan He,
  • Yuncui Wang

摘要

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.