Objective:

To explore the learning experiences and perceptions of nursing undergraduates who participated in antenatal classes within a blended learning environment and to examine the perceived educational value of an innovative teaching model.

Approach:

• Participants: Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in a blended learning program, with 20 selected for semi-structured interviews.
• Methodology: Thematic analysis informed by grounded theory coding procedures was employed, with transcripts analyzed using NVivo 12 software.

Key Findings:

• The coding process generated 62 initial codes, 14 axial codes, and 6 selective codes.
• Two overarching themes emerged: Emotional Competence and Aesthetic Sensibility.
• Participation in antenatal classes contributed to the development of emotional competence and aesthetic sensibility among nursing students.

Interpretation:

Nursing students developed emotional competence and aesthetic sensibility through the blended learning model.

Limitations:

• The study was limited to a specific cohort of nursing students from one university.
• Findings may not be generalizable to all nursing programs or educational contexts.

Conclusion:

The study highlights the perceived educational value of integrating emotional and aesthetic dimensions into nursing curricula.