Nurse education today · 2026
Exploring nursing students' experiences and evaluations of an integrative nursing course: A mixed-methods study.
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Lunde Anita, Thygesen Line Marie Vedel, van der Heijden Marianne J E, Busch Martine, Gunnarsdottir Thora Jenny, van Dijk Monique
Аннотация
BACKGROUND: The integrative nursing framework may enhance both nurses' well-being and patient care. The EU-funded Integrative Nursing Education Series (INES) project developed educational materials to strengthen nursing curricula. A University College in Denmark studied a six-week, 10 ECTS-credits elective integrative nursing course.
METHODS: Students' learning experiences were explored using a mixed-methods design. The course was structured around ten selected learning outcomes and included lectures, workshops, self-care exercises, and study-activities led by students. Quantitative data was collected through a brief questionnaire and a rubrics tool. Qualitative data were obtained via semi-structured interviews and analyzed using inductive content analysis.
RESULTS: Of the 39 enrolled students, 33 completed the questionnaire. A high understanding of integrative nursing was reported by 26 students (79%), and in six out of ten learning outcomes a minimum of 23 students achieved a competent level. Only four students rated themselves as having competence levels lower than expected. Interviews with 12 students revealed increased awareness of patient perspectives, improved communication skills, and a broader understanding of nursing practice. Students valued attention to self-care in education and highlighted the relevance of non-pharmacological interventions in nursing. Key facilitators included experiential learning and a supportive environment; barriers included time constraints, biomedical dominance, and limited institutional support.
DISCUSSION: Integrative nursing education can broaden students' understanding of patient care and potential for well-being. Findings suggest further integrating of self-care practices into nursing education yet recognizing institutional responsibility for nurses' well-being. Students value a person-centered approach while recognizing systemic barriers limiting the application of integrative nursing in clinical practice.
CONCLUSION: Based on relevant learning outcomes, students validated the content of the integrative nursing course. The course supports sustainable healthcare and highlights self-care as a key component of professional identity. Future steps include addressing the theory-practice gap and scaling the course to other institutions.
METHODS: Students' learning experiences were explored using a mixed-methods design. The course was structured around ten selected learning outcomes and included lectures, workshops, self-care exercises, and study-activities led by students. Quantitative data was collected through a brief questionnaire and a rubrics tool. Qualitative data were obtained via semi-structured interviews and analyzed using inductive content analysis.
RESULTS: Of the 39 enrolled students, 33 completed the questionnaire. A high understanding of integrative nursing was reported by 26 students (79%), and in six out of ten learning outcomes a minimum of 23 students achieved a competent level. Only four students rated themselves as having competence levels lower than expected. Interviews with 12 students revealed increased awareness of patient perspectives, improved communication skills, and a broader understanding of nursing practice. Students valued attention to self-care in education and highlighted the relevance of non-pharmacological interventions in nursing. Key facilitators included experiential learning and a supportive environment; barriers included time constraints, biomedical dominance, and limited institutional support.
DISCUSSION: Integrative nursing education can broaden students' understanding of patient care and potential for well-being. Findings suggest further integrating of self-care practices into nursing education yet recognizing institutional responsibility for nurses' well-being. Students value a person-centered approach while recognizing systemic barriers limiting the application of integrative nursing in clinical practice.
CONCLUSION: Based on relevant learning outcomes, students validated the content of the integrative nursing course. The course supports sustainable healthcare and highlights self-care as a key component of professional identity. Future steps include addressing the theory-practice gap and scaling the course to other institutions.