Integrating Project-Based Learning and Experiential Learning to Enhance Learning Outcomes in Long-Term Care Courses

Area of Science:

• Gerontology and Healthcare Education
• Pedagogy and Educational Psychology

Background:

• Long-term care (LTC) education requires effective pedagogical strategies to prepare students for practice.
• Traditional didactic methods may not fully equip students with the necessary skills and attitudes for geriatric care.

Purpose of the Study:

• To evaluate the impact of integrating project-based learning (PBL) and experiential learning (EL) on student learning outcomes in an advanced LTC course.
• To assess changes in self-reflection, willingness to serve older adults, and engagement in LTC services.

Main Methods:

• A convergent mixed-methods design was employed with 56 master's students over an 18-week course and a 9-day internship.
• Quantitative data collected via pre- and post-intervention questionnaires analyzed with paired sample t-tests.
• Qualitative data from reflective journals and learning reports analyzed through content analysis.

Main Results:

• Significant improvements were observed in self-reflection and insight (p < .01), willingness to serve older adults (p < .001), and overall learning outcomes (p < .001).
• A positive trend in willingness to engage in LTC services was noted but did not reach statistical significance (p > .05).
• Qualitative analysis revealed enhanced empathy, teamwork, and professional identity.

Conclusions:

• The integration of PBL and EL is an effective strategy for enhancing key competencies in LTC education.
• These pedagogical approaches successfully bridge the gap between theoretical knowledge and practical application in the field.
• Further research is recommended to explore the long-term impact on professional development and workforce sustainability.