Fu-Chi YANG, Hsiao-Mei CHEN
Florence Nightingale Journal of Nursing - 2026;34(1):1-10
AIM: This study examined the effects of integrating project-based learning and experiential learning into a long-term care course on student learning outcomes. The focus surrounds enhancing self-reflection and insight, willingness to serve older adults, willingness to engage in long-term care services, and overall learning outcomes. METHODS: A convergent mixed-methods design was used to provide a comprehensive understanding of learning outcomes. Data were collected between August 2021 and December 2022 from 56 master's students enrolled in an 18-week advanced long-term care course, followed by a 9-day experiential internship in long-term care institutions. Quantitative data were obtained using structured questionnaires administered before and after the intervention and analyzed using paired sample t-tests, while qualitative data were derived from students' reflective journals and learning reports and analyzed through content analysis. RESULTS: The intervention significantly improved self-reflection and insight (t = 2.98, p < .01), willingness to serve older adults (t = 4.22, p < .001), and overall learning outcomes (t = 5.01, p < .001). Although an upward trend in willingness to engage in long-term care services was observed, this change was not statistically significant (p > .05). Qualitative findings further demonstrated enhanced empathy, teamwork, and professional identity, which complemented the quantitative results. CONCLUSION: Integrating project-based learning and experiential learning effectively strengthens key competencies in long-term care education, bridging the gap between theoretical instruction and clinical practice. Future studies should further investigate the long-term effects of these strategies on professional development and workforce sustainability.
