IJCEMR
Application of CDIO Teaching Mode in Clinical Internship Teaching of Surgical Nursing for Undergraduate Students
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Abstract
Objective: This study investigates the impact of the CDIO teaching model on self-directed learning and critical thinking skills among undergraduate nursing students during surgical nursing internships. Methods: A total of 198 undergraduate nursing students were randomly assigned to an observation group (CDIO-based teaching) or a control group (traditional teaching methods). Learning outcomes, critical thinking, and self-learning abilities were assessed before and after the intervention. Results: In terms of self-motivation beliefs, task analysis, self-monitoring and regulation, and self-evaluation, the students in the observation group showed significantly better performance than those in the control group after the intervention (P < 0.05). The overall score of critical thinking ability in the observation group also increased markedly, with comprehensive abilities, theoretical knowledge, and operational skills significantly superior to those in the control group, and the differences were statistically significant (P < 0.05). Conclusion: The CDIO teaching model effectively integrates theoretical knowledge with clinical practice, significantly improving the self-learning capacity, critical thinking skills, and professional competencies of undergraduate nursing students during surgical nursing internships. These findings highlight the model's potential as a valuable approach to nursing education and its applicability for broader implementation.
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How to cite this paper
Application of CDIO Teaching Mode in Clinical Internship Teaching of Surgical Nursing for Undergraduate Students
How to cite this paper: Hai Zhang, Qiuxia Tan, Xian Wang, Taihong Yang. (2025) Application of CDIO Teaching Mode in Clinical Internship Teaching of Surgical Nursing for Undergraduate Students. International Journal of Clinical and Experimental Medicine Research, 9(2), 200-205.
DOI: http://dx.doi.org/10.26855/ijcemr.2025.03.006
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