ArticleBMC medical education2026
Postgraduate nursing students' experiences in a project-based learning model: a qualitative focus group study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
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Authors and funding
5 authors.
Funding
Abstract
backgroundDue to the increasing complexity of global health issues, educators must adopt innovative pedagogical approaches in master’s education to cultivate advanced health professionals. Project-based learning (PBL) is an effective method, yet evidence on how it achieves its pedagogical outcomes and influences postgraduate nursing students’ development is limited. This study aimed to describe the experiences of postgraduate nursing students engaged in a PBL model within a scientific research training course and to explore the key elements that impact their knowledge, competencies, and affective thinking.
methodsThis study used a qualitative approach. Twenty-one postgraduate nursing students enrolled in a scientific research training course were interviewed through face-to-face and online. Data were collected through semi-structured focus group interviews. Thematic analysis was used to analyze interview data.
resultsThe qualitative study revealed five themes, external stressors: multiple challenges to capacity, external supportive forces: the teacher as a positive enabler, endogenous forces: self-directed learning from facilitation to reinforcement, sense of accomplishment, and curriculum design for future student needs.
conclusionsThis study identifies key elements of effective implementation of the PBL educational model that enable students to have a good course experience and promote knowledge, skills and thinking.
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Registered trials
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