Abstract
Background: Cross-disciplinary education is increasingly emphasized in nursing programs to prepare students for complex professional roles, yet little is known about their actual learning experiences. This study aimed to evaluate the learning outcomes of cross-disciplinary education among undergraduate nursing students and explore how such experiences influence their professional perspectives and career development.
Methods: Using a semi-structured, in-depth interview design, this study purposively recruited 13 nursing students who had participated in cross-disciplinary programs at a top research university in Taiwan. Only those students with a GPA of >3.38 were allowed to apply for cross-disciplinary programs. Data were analyzed using thematic analysis.
Results: Among the participants, three (23%) completed the program, nine (69%) were still enrolled, and one (8%) withdrew. The three students who completed the cross-disciplinary program extended their study duration by at least one year. Of the nine students who were still enrolled, eight ceased to take cross-disciplinary courses and may not be able to complete the program. Most students expressed that cross-disciplinary learning broadened their academic perspectives and knowledge boundaries; however, they also reported four major challenges: (i) conflicts between coursework and clinical practicum schedules with heavy workloads; (ii) institutional and administrative inflexibility; (iii) differences in disciplinary knowledge foundations, and (iv) insufficient learning resources and instructional support. Cross-disciplinary learning experiences had shaped their career trajectories. The career trajectories were categorized into four types: (i) Exploratory (n=6): exploring possibilities in other discipline; (ii) Integrative (n=3): integration of other discipline and nursing; (iii) Escaping (n=2): would like to be away from nursing; and (iv) Returning (n=2): want to focus on nursing.
Conclusion: Cross-disciplinary experiences did expand nursing students ’knowledge base and shaped their professional identities and career orientations. Students who completed the Cross-disciplinary program demonstrated predominantly integrative career trajectories. However, most students encountered substantial barriers in completing the program. Addressing these challenges is essential to enable nursing students to complete cross-disciplinary programs and translate these experiences into meaningful career development.
Notes
References:
Liu, H. (2021). Effect of interdisciplinary teaching on collaborative interactions among nursing student teams in Taiwan: A quasi-experimental study. Nurse Educ Today, 106, 105083. https://doi.org/10.1016/j.nedt.2021.105083
Oudenampsen, J., van de Pol, M., Blijlevens, N., & Das, E. (2023). Interdisciplinary education affects student learning: A focus group study. BMC Med Educ, 23(1), 169. https://doi.org/10.1186/s12909-023-04103-9
Spelt, E. J. H., Biemans, H. J. A., Tobi, H., Luning, P. A., & Mulder., M. (2009).
Teaching and learning in interdisciplinary higher education: A systematic review. Educ Psychol Rev, 21(4), 365-378. https://doi.org/10.1007/s10648-009-9113-z
Sigma Membership
Lambda Beta at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Interprofessional and Interdisciplinary, Cross-Disciplinary Education, Interdisciplinary Education, Nursing Education, Nursing Skills
Recommended Citation
Chung, Hsueh-Wen and Chien, Li-Yin, "Exploring University Nursing Students’ Experiences of Cross-Disciplinary Courses: A Qualitative Study" (2026). International Nursing Research Congress (INRC). 97.
https://www.sigmarepository.org/inrc/2026/presentations_2026/97
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-29
Exploring University Nursing Students’ Experiences of Cross-Disciplinary Courses: A Qualitative Study
Toronto, Ontario, Canada
Background: Cross-disciplinary education is increasingly emphasized in nursing programs to prepare students for complex professional roles, yet little is known about their actual learning experiences. This study aimed to evaluate the learning outcomes of cross-disciplinary education among undergraduate nursing students and explore how such experiences influence their professional perspectives and career development.
Methods: Using a semi-structured, in-depth interview design, this study purposively recruited 13 nursing students who had participated in cross-disciplinary programs at a top research university in Taiwan. Only those students with a GPA of >3.38 were allowed to apply for cross-disciplinary programs. Data were analyzed using thematic analysis.
Results: Among the participants, three (23%) completed the program, nine (69%) were still enrolled, and one (8%) withdrew. The three students who completed the cross-disciplinary program extended their study duration by at least one year. Of the nine students who were still enrolled, eight ceased to take cross-disciplinary courses and may not be able to complete the program. Most students expressed that cross-disciplinary learning broadened their academic perspectives and knowledge boundaries; however, they also reported four major challenges: (i) conflicts between coursework and clinical practicum schedules with heavy workloads; (ii) institutional and administrative inflexibility; (iii) differences in disciplinary knowledge foundations, and (iv) insufficient learning resources and instructional support. Cross-disciplinary learning experiences had shaped their career trajectories. The career trajectories were categorized into four types: (i) Exploratory (n=6): exploring possibilities in other discipline; (ii) Integrative (n=3): integration of other discipline and nursing; (iii) Escaping (n=2): would like to be away from nursing; and (iv) Returning (n=2): want to focus on nursing.
Conclusion: Cross-disciplinary experiences did expand nursing students ’knowledge base and shaped their professional identities and career orientations. Students who completed the Cross-disciplinary program demonstrated predominantly integrative career trajectories. However, most students encountered substantial barriers in completing the program. Addressing these challenges is essential to enable nursing students to complete cross-disciplinary programs and translate these experiences into meaningful career development.
Description
This qualitative study examined the cross-disciplinary learning experiences of 13 nursing students. Cross-disciplinary learning had four challenges: conflicts and heavy workloads, administrative inflexibility, knowledge gaps, and limited resources. These experiences shaped career trajectories: Exploratory, Integrative, Escaping, and Returning. Completers showed mainly integrative paths, while most students faced barriers. Addressing these challenges is crucial for meaningful career development.