Methods: The collection method of qualitative data adopts the form of face-to-face and semi-structured focus group interview. According to the five elements of conceptual teaching proposed by Giddens (ie concepts, cases, curriculum, teaching methods and conceptual learning), a semi-structured interview outline is developed. Each interview was tape recorded and transcribed verbatim individually by two people. As a descriptive qualitative study, content analysis was utilized to deeply acknowledge the students’ true feeling. The field notes and the researchers ' reflections and memos were also involved in the analysis, subsequently, the software program, NVivo 10®, was used to help manage and analyze data.
Results: Ultimately, 8 students have achieved theoretical saturation because of high group homogeneity. Through the process of analysis six themes emerged, they are 1）appropriately selected concepts, 2）inadequate exemplars, 3）concept-based instruction is helpful for holistic nursing, 4）concept-based instruction can enhance higher order thinking, 5）invalid group activities, 6）the gap between theory and clinical practice. The students can adapt to new teaching methods, but at the same time identified barriers in the learning process.
Conclusion: The study reveals that students have more positive than negative experiences of concept-based instruction. Corresponding adjustments should be performed at the level of school, teacher and student in the implementation process in the future. More efforts are needed in developing quality and effectiveness of concept-based curriculum as well as integrating theory with practice. The course leader should maintain the consistency of the course and listen to the student's feedback, and school administers should communicate with the manager of clinical practice base to enable the student to have a better internship experience.