Rong XJ, Ning Z. Practical effect of different teaching modes in teaching gastrointestinal surgery nursing. World J Gastrointest Surg 2024; 16(1): 166-172 [PMID: 38328328 DOI: 10.4240/wjgs.v16.i1.166]
Corresponding Author of This Article
Xiao-Juan Rong, MNurs, Nurse, Department of Nursing, Medical College in Jiangxi University of Technology, No. 115 Ziyang Avenue, Yaohu University Park, Nanchang 330098, Jiangxi Province, China. rongxiaojuan2022@163.com
Research Domain of This Article
Gastroenterology & Hepatology
Article-Type of This Article
Retrospective Study
Open-Access Policy of This Article
This article is an open-access article which was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
World J Gastrointest Surg. Jan 27, 2024; 16(1): 166-172 Published online Jan 27, 2024. doi: 10.4240/wjgs.v16.i1.166
Practical effect of different teaching modes in teaching gastrointestinal surgery nursing
Xiao-Juan Rong, Zhen Ning
Xiao-Juan Rong, Zhen Ning, Department of Nursing, Medical College in Jiangxi University of Technology, Nanchang 330098, Jiangxi Province, China
Author contributions: Rong XJ and Ning Z designed the research; Ning Z contributed new reagents/analytic tools; Rong XJ analyzed the data; Rong XJ and Ning Z wrote the paper.
Institutional review board statement: This study protocol was approved by Medical College in Jiangxi University of Technology, and all the families have voluntarily participated in the study and have signed informed consent forms.
Informed consent statement: All the families have voluntarily participated in the study and have signed informed consent forms.
Conflict-of-interest statement: All the authors report no relevant conflicts of interest for this article.
Data sharing statement: Data generated from this investigation are available upon reasonable request from the corresponding author at rongxiaojuan2022@163.com.
Open-Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: https://creativecommons.org/Licenses/by-nc/4.0/
Corresponding author: Xiao-Juan Rong, MNurs, Nurse, Department of Nursing, Medical College in Jiangxi University of Technology, No. 115 Ziyang Avenue, Yaohu University Park, Nanchang 330098, Jiangxi Province, China. rongxiaojuan2022@163.com
Received: December 5, 2023 Peer-review started: December 5, 2023 First decision: December 8, 2023 Revised: December 11, 2023 Accepted: December 20, 2023 Article in press: December 20, 2023 Published online: January 27, 2024 Processing time: 50 Days and 23.8 Hours
Core Tip
Core Tip: Clinical practice is the only way for nursing students to combine theory with practice as a qualified nurse. It is also a key period for cultivating nursing interns to develop communication, communication, cognition, emotion and skills. Case-based learning (CBL), scene-simulated learning (SSL), task-based learning (TBL) combines the training mode and the students' self-evaluation teaching mode, which enriches the operation process, takes cases as the guide, and guides nursing interns to self-study and discuss with clinical problems. This teaching mode not only improves the thinking ability of nursing interns, but also improves their self-learning ability and subjective initiative. To this end, this paper discusses the practical effect of CBL-SSL-TBL combined with training mode and students' self-evaluation in teaching gastrointestinal surgical nursing.
