Chinese Journal of Nursing Education >
A study on undergraduate nursing students’ perceptions and learning experience in the course Interdisciplinary Frontiers of Radiological Medical Engineering and Nursing
Objective To investigate nursing undergraduates’ perceptions and learning experiences regarding an interdisciplinary frontier course integrating radiological medicine engineering and nursing，aiming to provide insights for educational reform in nursing cross-disciplinary studies. Methods Semi-structured interviews were conducted in March 2024 involving 28 nursing undergraduates enrolled in the elective course Frontiers of Radiological Medicine and Nursing. Interview data were coded and analyzed using thematic analysis. Results Students enrolled in the course motivated by an exploratory spirit and growth mindset，reporting that it sparked their research interests，cultivated interdisciplinary thinking，and reinforced exploratory attitudes. They perceived the curriculum as cutting-edge and practical，engaging deeply in the integration of high-quality theoretical and practical instruction. While experiencing learning challenges，students expressed a strong desire for further in-depth exploration. Conclusion The interdisciplinary integration curriculum of radiological medicine engineering and nursing provides students with opportunities to expand their knowledge systems and strengthen cross-disciplinary thinking，equipping them to address complex nursing challenges using frontier interdisciplinary knowledge. While student acceptance and recognition were high，further improvements are needed in course content，duration，and learning materials. These findings offer practical implications for advancing interdisciplinary nursing education.
Zihan HU , Yang LI , Yi ZHANG , Min LI , Xuan XIA , Jing LI . A study on undergraduate nursing students’ perceptions and learning experience in the course Interdisciplinary Frontiers of Radiological Medical Engineering and Nursing[J]. Chinese Journal of Nursing Education, 2025 , 22(5) : 555 -560 . DOI: 10.3761/j.issn.1672-9234.2025.05.007
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