Effectiveness evaluation of Nursing Undergraduates participating in blended learning within the context of Antenatal Classes: A qualitative study

Background/Aim To explore the learning experiences and perceptions of nursing undergraduates participating in antenatal classes, providing practical evidence for implementing an innovative trinity teaching model integrating rational, emotional, and aesthetic sensibility education, and for cultivating high-quality nursing talent. Methods Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in online/offline courses at the First Affiliated Hospital's Antenatal School, labor room observations, and a science popularization competition. Using grounded theory methodology, semi-structured interviews were conducted with 20 students post-intervention. Interview transcripts were analyzed using Nvivo 12 software for coding and theme extraction. Results Coding yielded 62 initial codes, 13 sub-categories, and 6 categories, ultimately refining two core themes, Emotional Competence and Aesthetic Sensibility. Conclusions Nursing students' participation in antenatal classes promoted the development of emotional competence across four dimensions: interpersonal sensitivity, emotional intelligence, intellectual engagement, and moral sensibility. It also fostered aesthetic sensibility through aesthetic and humanistic experiences. This approach offers a valuable model for integrating comprehensive quality education into nursing curricula.