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Learning Objective 1: learn how a Project-Based Learning curricular design can enhance undergraduates' critical thinking.
Learning Objective 2: learn how a Project-Based Learning curricular design can enhance undergraduates' collaboration with group members.
Purpose: The purpose of this study was to examine nursing students’ perceptions of the use of Project-Based Learning over a 12-week period in a traditional nursing undergraduate curriculum.
Methods: Descriptive Phenomenology provided the methodological basis for data generation and analysis. Face-to-face interviews and observations were conducted with 46 senior nursing students. A total of 78 interviews was yielded during the multiple occasions of data collection. Thematic analysis guided by Giorgi (1985) and van Manen (1990) were used to analyze the text generated from the interviews and field note.
Results: Critical thinking, Active Learning, Group Collaboration, Learning from Peer, and Integrating and Synthesizing Knowledge were the five major themes. Sub-themes and meaning units of each theme offered details of students’ feelings, thoughts, concerns, and learning-oriented responses to a Project-Based Learning Journey.
Conclusion: This study informs nursing educators that Project-Based Leaning can be a useful and effective educational approach to meet the needs of today’s learners and to enhance their learning effectively.
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