AIM: This study examined the effects of integrating project-based learning and experiential learning into a long‐term care course on student learning outcomes. The focus surrounds enhancing self-reflection and insight, willingness to serve older adults, willingness to engage in long‐term care services, and overall learning outcomes. METHODS: A convergent mixed-methods design was used to provide a comprehensive understanding of learning outcomes. Data were collected between August 2021 and December 2022 from 56 master’s students enrolled in an 18-week advanced long-term care course, followed by a 9-day experiential internship in long-term care institutions. Quantitative data were obtained using structured questionnaires administered before and after the intervention and analyzed using paired sample t-tests, while qualitative data were derived from students’ reflective journals and learning reports and analyzed through content analysis. RESULTS: The intervention significantly improved self-reflection and insight (t = 2.98, p .05). Qualitative findings further demonstrated enhanced empathy, teamwork, and professional identity, which complemented the quantitative results. CONCLUSION: Integrating project-based learning and experiential learning effectively strengthens key competencies in long-term care education, bridging the gap between theoretical instruction and clinical practice. Future studies should further investigate the long-term effects of these strategies on professional development and workforce sustainability. Cite this article as: Yang, F.C., & Chen, H.M. (2026). Integrating project-based learning and experiential learning to enhance learning outcomes in long-term care courses. Florence Nightingale Journal of Nursing, 34, 0191, doi:10.5152/FNJN.2026.25191.
Yang et al. (Wed,) studied this question.
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