Keywords
COMET model
“Double-qualified” teachers
Faculty training
Nursing education
Submitted : 2026-05-31
Accepted : 2026-06-15
Published : 2026-06-30
Abstract
Objective: To explore the construction of a “double-qualified” clinical nursing faculty training system based on the COMET (Competence Measurement) model under the “New Medical Science” background, and to evaluate its application effects on enhancing core teaching competence. Methods: Literature analysis and semi-structured interviews were conducted to identify preliminary training needs. A training system was subsequently developed using two rounds of Delphi expert consultations involving 15 experts. From January to December 2025, a specialized training program based on the COMET model was implemented among 110 clinical teaching supervisors and assistant supervisors in our hospital. The effects were evaluated using the Clinical Nursing Teacher Core Competence Scale and the Learning Satisfaction Scale. Results: After training, the total core teaching competence score of the faculty increased significantly from (60.84 ± 5.12) to (88.56 ± 3.45) (p < 0.001) The total learning satisfaction score of the participants rose from (85.56 ± 7.23) to (95.31 ± 5.64) (p < 0.001). Differences in scores across all dimensions were statistically significant (all p < 0.05). Conclusion: The “double-qualified” faculty training content system based on the COMET model is scientific and effective. It significantly enhances the core competence of clinical nursing teachers and learner satisfaction, providing a standardized and practical reference for faculty development under the “New Medical Science” paradigm.
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