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Background <p>Active learning is increasingly promoted in nursing education as a student-centred and andragogical approach that enhances engagement, competence, and clinical reasoning. However, limited qualitative evidence explores how students and educators experience active learning and its influence on learning outcomes within real educational contexts.</p> Objective <p>To provide a comprehensive description of how active learning strategies influence learning outcomes and educational experiences among undergraduate nursing students and educators, and to identify multilevel factors shaping their implementation.</p> Methods <p>A qualitative descriptive design was employed. Four focus groups were conducted with purposively selected undergraduate nursing students and educators from the Faculty of Nursing at the Arab American University–Palestine (<i>n</i> = 17). Interviews were conducted in Arabic, audio-recorded, transcribed verbatim, and translated into English. Data were analysed using Braun and Clarke’s reflexive thematic analysis with NVivo to identify patterns across participants’ perspectives. Trustworthiness was ensured through reflexivity, reflective journaling, and member checking.</p> Results <p>Five themes emerged. Participants described exposure to diverse active learning strategies, including team-based learning, simulation, case-based learning, flipped classroom activities, peer learning, and gamification. Active learning was perceived to enhance confidence, engagement, knowledge retention, and clinical reasoning. However, its effectiveness was shaped by multilevel conditions, including learner readiness, psychological safety, instructional facilitation, classroom dynamics, and institutional support. Educators further conceptualized active learning as an andragogical process involving intentional instructional design, experiential learning, and reflective feedback practices.</p> Conclusion <p>Active learning was experienced as a meaningful approach that supports competence, engagement, and professional preparedness. The findings highlight the importance of psychologically safe learning environments, structured facilitation, and institutional readiness in shaping the implementation and sustainability of active learning in undergraduate nursing education.</p>

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Exploring the impact of active learning strategies on learning outcomes and educational experiences in undergraduate nursing education: a qualitative descriptive study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月23日

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  • B. Najdi,
  • A. Al-Jawabreh

摘要

Background

Active learning is increasingly promoted in nursing education as a student-centred and andragogical approach that enhances engagement, competence, and clinical reasoning. However, limited qualitative evidence explores how students and educators experience active learning and its influence on learning outcomes within real educational contexts.

Objective

To provide a comprehensive description of how active learning strategies influence learning outcomes and educational experiences among undergraduate nursing students and educators, and to identify multilevel factors shaping their implementation.

Methods

A qualitative descriptive design was employed. Four focus groups were conducted with purposively selected undergraduate nursing students and educators from the Faculty of Nursing at the Arab American University–Palestine (n = 17). Interviews were conducted in Arabic, audio-recorded, transcribed verbatim, and translated into English. Data were analysed using Braun and Clarke’s reflexive thematic analysis with NVivo to identify patterns across participants’ perspectives. Trustworthiness was ensured through reflexivity, reflective journaling, and member checking.

Results

Five themes emerged. Participants described exposure to diverse active learning strategies, including team-based learning, simulation, case-based learning, flipped classroom activities, peer learning, and gamification. Active learning was perceived to enhance confidence, engagement, knowledge retention, and clinical reasoning. However, its effectiveness was shaped by multilevel conditions, including learner readiness, psychological safety, instructional facilitation, classroom dynamics, and institutional support. Educators further conceptualized active learning as an andragogical process involving intentional instructional design, experiential learning, and reflective feedback practices.

Conclusion

Active learning was experienced as a meaningful approach that supports competence, engagement, and professional preparedness. The findings highlight the importance of psychologically safe learning environments, structured facilitation, and institutional readiness in shaping the implementation and sustainability of active learning in undergraduate nursing education.