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Learning experiences and perceived educational value of a blended antenatal course among nursing undergraduates: a
Xiaoyan Feng1,2, Xiaochang Yang1,2
1Department of Obstetrics and Gynecology, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China.
Background:
To explore the learning experiences and perceptions of nursing undergraduates who participated in antenatal classes within a blended learning environment, and to examine the perceived educational value of an innovative teaching model that integrates rational, emotional, and aesthetic education.
Methods:
Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in a blended learning program consisting of online and offline courses at the First Affiliated Hospital's Antenatal School, labor room observations, and a science communication competition. Following the intervention, semi-structured interviews were conducted with 20 students. A thematic analysis approach informed by grounded theory coding procedures was employed. Interview transcripts were analyzed using NVivo 12 software for coding and theme extraction.
Results:
The coding process generated 62 initial codes, 14 axial codes, and 6 selective codes, which were further refined into two overarching themes: Emotional Competence and Aesthetic Sensibility.
Conclusion:
Nursing students' participation in antenatal classes contributed to the development of emotional competence-encompassing interpersonal sensitivity, emotional intelligence, intellectual engagement, and moral sensibility-and also cultivated aesthetic sensibility through aesthetic and humanistic experiences. These findings underscore the perceived educational value of integrating comprehensive quality education into nursing curricula, offering a meaningful pedagogical model for holistic talent development.
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