This paper reports on our experience with undergraduate nursing students on an Integrated Project Course in a School of Health using Project-Based Learning as a teaching methodology.

Objective: To describe a three-year experience using project-based learning methodology to develop an Integrated Project Course with undergraduate nursing students.

Methods: The methodology used was participatory research, of an exploratory nature. The Integrated Project Course was developed by defining:(1) objectives and the target groups;(2) curricular development of the Integrated Project Course; and (3) definition of assessment strategies for students. The Integrated Project Course was also evaluated based on:(a) successful development and implementation into the community of the health intervention projects;(b) students’ grades; and (c) the feedback from the students on their perception about the way the Integrated Project Course was developed, throughout a descriptive statistical analysis of the feedback questionnaires completed by the students at the end of each academic year.

Results: During the three-year experience with the Integrated Project Course, sixteen health intervention projects were developed and implemented by the students. Almost all the students had a positive grading. Complementarily, the students’ evaluation of the Integrated Project Course was quantitative. In the first year, the Integrated Project Course was rated 4.34 (out of 5), in the second year 4.32 (out of 5) and in the third year 4.59 (out of 5).

Conclusion: Project-based learning seems to have been a motivating methodology for the undergraduate nursing students of the School of Health.