Aim This study aimed to develop students' learning confidence by increasing their motivation and satisfaction.

Background Nursing students with limited healthcare work experience often have difficulty fully understanding and sympathizing with patients' medical concerns. They also worry about their theoretical knowledge diminishing with time. A multimodal teaching strategy was recommended, including jigsaws, concept maps and group cooperative learning.

Design This study used a qualitative approach to evaluate learning confidence among nursing students.

Method This study analyzed 160 reflection reports and 14 interview transcripts using initial, focused and theoretical coding. Study quality was assessed based on credibility, originality, resonance and usefulness. The study data were collected from September 2022 to January 2023.

Results The main categories of encapsulated learning were jigsaw, concept map, cooperative learning and acknowledging progress in learning. The jigsaw and group learning methods synergistically increased the learning effectiveness of the other. This interactive learning significantly affected the measurable progress and learning outcomes, as confirmed by students and others. As a spiral process, this positive learning cycle built students' confidence.

Conclusions This study demonstrates the practical implications of using peer interaction as a learning strategy. Nursing students can enhance their creative and critical thinking skills by engaging in deep thinking while creating concept maps to analyze a given case, leading to tangible learning outcomes. The sense of progress and recognition that students experience can significantly increase their learning confidence.