Evaluation of the Effectiveness of Scenario-Based Participatory Teaching in Cardiothoracic Surgery Nursing Education

Hongjuan Ding; Hao Liu; Ermei Jin

doi:10.26689/jcer.v9i11.12375

Hongjuan Ding The First Affiliated Hospital of Xi’an Medical University, Xi’an 710077, Shaanxi, China
Hao Liu The First Affiliated Hospital of Xi’an Medical University, Xi’an 710077, Shaanxi, China
Ermei Jin The First Affiliated Hospital of Xi’an Medical University, Xi’an 710077, Shaanxi, China

DOI: https://doi.org/10.26689/jcer.v9i11.12375

Keywords: Thoracic surgery nursing education, Scenario-based teaching, Efficacy evaluation

Abstract

Objective: To evaluate the efficacy of scenario-based participatory teaching methods in thoracic surgery nursing education. Methods: Sixty undergraduate nursing students were randomly assigned to two groups: a traditional teaching group and a scenario-based participatory teaching group, with 30 students each. The teaching outcomes of both groups were assessed. Results: The clinical reasoning assessment scores of the scenario-based participatory teaching group were significantly higher than those of the traditional group (P < 0.05). Additionally, the scenario group demonstrated higher satisfaction levels, superior theoretical and practical skills, improved patient education effectiveness during admission and discharge, and enhanced emergency response coordination (P < 0.05). Conclusion: Scenario-based participatory teaching effectively enhances the comprehensive competencies of nursing students in thoracic surgery, demonstrating favorable educational outcomes.

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