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Updated: Oct 19, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Exploring the effect of two different teaching strategies on first-year nursing students' understanding of
Sergio Yuste1, Jagoba Zarandona1, Marta Arrue2
1Basque Nurse Education Research Group, Osakidetza Basque Health Service, School of Nursing, University of the Basque Country (UPV/EHU), C/ Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain; Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain.
Aim:
The aim of the study was twofold. First, to explore understanding difficulties in nutritional concepts among nursing students and second, to analyse the effect of two teaching strategies on the level of understanding.
Background:
Previous studies have pointed out the need to improve the nutritional care education offered to undergraduates in health sciences. As nurses play a crucial role in lifestyle counselling and nutrition assessment, it is essential to identify the learning difficulties that can impair their learning capacity and the more effective teaching strategy in the nutrition area during the nursing degree.
Design:
A pretest-posttest study was conducted with a mixed-method conversion design.
Methods:
146 first-year-nursing students were included. Two teaching methods, debate-based learning and lecture-based learning were used for instruction on the effect of macronutrient intake on an individual's state of health. Each group completed two open-ended questions before and after the intervention. Firstly, phenomenographic analysis was performed to identify the learning categories representing variations in students' understanding. Secondly, qualitative data were quantised and statistically analysed to address differences in learning improvement.
Results:
More than 40% of students struggled with the idea that proteins are associated with weight gain independently of the teaching strategy applied. In the first evaluation question, the debate-based learning teaching method improved students' learning, achieving higher levels of understanding (p < 0.05). In the second evaluation question, no significant differences were found between the two groups.
Conclusions:
Areas of problematic knowledge in nutrition education have been identified for the first time that will allow nurse educators to design research-based teaching strategies. Further studies are necessary not only on how to address these misconceptions in nursing students, but also to investigate how nurse educators can contribute to deeper levels of student learning.
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