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Updated: Jun 29, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Integrating Project-Based Learning and Experiential Learning to Enhance Learning Outcomes in Long-Term Care Courses
1Department of Healthcare Industry Technology Development and Management, National Chin-Yi University of Technology, College of Management, Taichung, Taiwan ; Liberal Education Center, National Chin-Yi University of Technology, College of General Education, Taichung, Taiwan.
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. Cite this article as: Yang, F.C., & Chen, H.M. (2026). Integrating project-based learning and experiential learning to enhance learning outcomes in long-term care courses. Florence Nightingale Journal of Nursing, 34, 0191, doi:10.5152/FNJN.2026.25191.
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