Effects of an Innovative Introductory Course on the Professional Commitment of First-Year Undergraduate Nursing Students: A Quasi-Experimental Study

<b>Aim:</b> We aimed to assess the impact of a Health and Nursing course on the professional commitment of first-year undergraduate nursing students and obtain quantitative and qualitative feedback on teaching. <b>Design:</b> This study employed a quasi-experimental design. Methods: Fifty first-year undergraduate nursing students who attended the Health and Nursing course were recruited. A self-designed basic information questionnaire, the Nursing Professional Commitment Scale, the Students' Perceived Teaching Quality Questionnaire, and two quick open-ended questions were used to collect the data. Professional commitment before and after the intervention was compared using an independent samples <i>t</i>-test. The correlation between the students' perceived teaching quality and professional commitment was assessed using Pearson's correlation coefficient. Content analysis was used to analyze qualitative feedback. <b>Results:</b> The participants experienced a significant improvement in their professional commitment. The students' perceived teaching quality was significantly correlated with their professional commitment. According to the students' feedback, the most impressive aspects of the course were case-based learning and visits to healthcare institutions. <b>Conclusions:</b> A Health and Nursing course with high-quality teaching increased the professional commitment of first-year undergraduate nursing students. The findings suggest that nursing educators should consider the external macro-sociopolitical environment when designing an introductory course to equip students with a broader perspective on nursing professional development. Teaching content and pedagogy should be improved to promote knowledge delivery and internalization.