Authors
Huanli Luo, Huanling Luo, Rongfang Zhang
Published in
Frontiers in medicine. Volume 13. Pages 1860199. Epub Jun 30, 2026.
Abstract
The transformation of healthcare services and the increasing demand for clinically competent nurses have posed new challenges for higher vocational nursing education. The course Fundamental Nursing Skills plays a pivotal role in cultivating students' practical abilities; however, traditional teaching approaches often fail to effectively integrate theory with practice.
This study aimed to evaluate the effectiveness of a competency-based teaching reform implemented in the Fundamental Nursing Skills course within a higher vocational nursing program.
A quasi-experimental design was adopted. Seventy-five nursing students were assigned to either an experimental group (reformed teaching model, n = 38) or a control group (traditional teaching, n = 37). The intervention lasted one academic semester. Outcome measures included theoretical knowledge scores, practical skills assessment, learning engagement, and student satisfaction. Data were analyzed using independent-samples t tests and chi-square tests.
The experimental group achieved significantly higher theoretical knowledge scores (82.5 ± 6.4 vs. 76.2 ± 7.0, t = 4.26, p < 0.001) and practical skills scores (88.6 ± 5.4 vs. 80.7 ± 6.2, t = 6.01, p < 0.001) compared with the control group. Learning engagement and overall satisfaction were also significantly higher in the experimental group.
The competency-based, simulation-enhanced, and blended teaching model effectively improved learning outcomes and student engagement in the Fundamental Nursing Skills course. This reform model is feasible and has strong potential for wider application in higher vocational nursing education.
PMID:
42454138
Bibliographic data and abstract were imported from PubMed on 15 Jul 2026.
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