Abstract
INTRODUCTION: Complementary and alternative medicine is gaining global attention in nursing education, particularly in traditional Chinese medicine (TCM). However, limited research has explored how nursing undergraduates perceive the value of TCM nursing and how their experiences can inform teaching practices. Therefore, this study aimed to investigate nursing students' perceived value of TCM nursing and to derive educational insights for curriculum improvement. METHODS: A mixed-methods design was adopted. Quantitative data were collected from 172 nursing undergraduates in a Chinese university using a self-developed TCM Perceived Value Questionnaire. Descriptive statistical analyses were used to identify their perceptions and behaviors regarding TCM nursing. Comparisons of the proportion of correct responses between the two universities were performed using the chi-square test or Fisher's exact test. Qualitative data were obtained through semi-structured interviews with 14 students and analyzed using thematic analysis to explore their perceived value and educational implications for TCM education. RESULTS: Quantitative findings revealed a generally positive perception of TCM, with 93.6% of participants expressed interest in learning about TCM culture, 77.3% had prior experience with TCM treatments, and 53.3% were aware of national TCM talent policies. Qualitative themes included three key dimensions: (1) perceiving comprehensive impact of TCM nursing values; (2) expecting the effectiveness of TCM learning; (3) optimizing the learning experience of TCM nursing courses. CONCLUSION: Undergraduate nursing students demonstrated generally positive perceptions of TCM nursing, recognizing its cultural relevance and clinical potential. However, gaps in knowledge application and instructional delivery remain. To enhance students' engagement and learning outcomes, TCM nursing education should incorporate experiential teaching methods, strengthen clinical integration, and align content with students' cognitive, emotional, and behavioral needs. These findings offer practical implications for developing culturally responsive and pedagogically effective TCM nursing curricula.