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Published on: June 21, 2010
Effectiveness of the dual teachers-three rings-four dimensions teaching model in cultivating nursing students'
Afeng Wang1, Yuliang Sun2, Chunsheng Wang1
1School of Medicine & Nursing, Huzhou University, Huzhou, 313000, China.
Aim:
This study evaluates the effectiveness of the "Dual Teachers-Three Rings-Four Dimensions" (DTF) teaching model in enhancing the comprehensive competence of nursing students.
Background:
As a bridge connecting basic medicine and clinical nursing, Clinical Nursing Thinking and Skill Training faces key challenges, including outdated teaching models, insufficient cultivation of nursing students' humanistic awareness and communication skills, and a lack of training in teamwork and critical thinking.
Design:
Quasi-experimental pre-intervention and post-intervention design.
Settings:
This study was conducted during the 2025 spring semester at XXX University, involving a 16-week clinical nursing training course.
Participants:
Third-year nursing undergraduates were selected via cluster sampling and randomized into experimental and control groups.
Methods:
Using a cluster sampling method, 180 third-year undergraduate nursing students were selected. Among them, 90 students in the experimental group received the innovative DTF teaching model, which was designed as a "high-quality course" (a concept in Chinese higher education emphasizing innovation, high-order cognitive skills, and challenge), while the other 90 students in the control group received traditional instruction. Five scales were used to evaluate the impact of the innovative teaching method on the comprehensive abilities of the nursing students.
Results:
The experimental group outperformed the control group significantly in the post-intervention assessment. Statistically significant differences were observed in both scores and improvements across various core competencies (all p < 0.01), including caring awareness (p < 0.001, Cohen's d = 2.83, 95% CI [19.149, 23.563]), humanistic care ability (p < 0.001, Cohen's d = 5.14, 95% CI [79.924, 89.564]), communication ability (p = 0.003, Cohen's d = 0.89, 95% CI [13.323, 26.255]), teamwork ability (p < 0.001, Cohen's d = 2.66, 95% CI [11.387, 14.193]), and critical thinking ability (p < 0.001, Cohen's d = 15.32, 95% CI [98.331, 102.157]).
Conclusion:
This quasi-experimental study demonstrates that the DTF teaching model significantly enhances the comprehensive competence of nursing students, effectively addressing critical gaps in caring awareness, communication skills, teamwork abilities, and critical thinking. These findings validate the model's effectiveness and underscore its potential to prepare nurses for complex healthcare demands.
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