Table of Content

15 May 2026, Volume 23 Issue 5 Previous Issue   

Clinical Thinking Cultivation

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The application and effectiveness of the nursing clinical reasoning and decision-making model in Adult Nursing curriculum WANG Huiying, LIU Mingxuan, WU Fangqin, ZHAO Yuhan, MIAO Yiqun, GUO Rong-rong, LUO Yuan, WU Ying 2026, 23 (5):  517-523.  doi: 10.3761/j.issn.1672-9234.2026.05.001 Abstract ( 231 )   HTML ( 1 )   PDF (1831KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics To enhance students’ clinical reasoning and decision-making skills,our research team previously developed a clinical nursing reasoning and decision-making model—the GUIDANCE model. This model comprises eight distinct stages:gather cues,use cues to hypothesize,investigate further,diagnose the problems,analyze and determine the nature of the problems,nursing care planning,carry out interventions,and evaluate outcomes. In this study,the model was integrated into the teaching practice of the Adult Nursing curriculum. By systematically embedding the model into instructional components such as classroom lectures,problem-based learning,scenario simulations,virtual simulations,and clinical clerkships,we guided students to perform information gathering,problem analysis,and nursing decision-making in accordance with structured steps. Comprehensive analysis of students’ classroom performance,formative assessments,and teaching feedback over long-term practice indicates that the GUIDANCE model effectively enhances the systematicity and organization of students’ clinical reasoning and decision-making. It facilitates a transition from superficial,fragmented judgments to systematic,structured decision-making,thus providing practical experience and a reference for the cultivating of clinical reasoning and decision-making skills in nursing curricula.

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Development and effectiveness analysis of the Clinical Nursing Thinking and Decision-Making course in the bachelor of nursing program HU Huagang, LI Huiling, TIAN Li, HOU Yunying, MENG Hongyan, ZHANG Fang 2026, 23 (5):  524-529.  doi: 10.3761/j.issn.1672-9234.2026.05.002 Abstract ( 112 )   HTML ( 0 )   PDF (1092KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics To cultivate clinical thinking and decision-making capabilities among undergraduate nursing students and enhance their core clinical competencies,the Clinical Nursing Thinking and Decision-Making course was developed. This course closely aligns with the talent development goals of the nursing profession. It aims to cultivate students’ scientific decision-making capabilities featuring the integration of quantitative analysis and clinical judgment,promote the organic integration of ideological and political education with professional teaching,and foster students’ comprehensive literacy that combines scientific decision-making and humanistic care. The course covers three modules:clinical nursing thinking,decision making analysis,and clinical practical application. A blended teaching mode of “MOOCs combined with offline flipped classroom” was adopted in teaching practice. The course has been accredited as a provincial and national first-class blended undergraduate course,promoted to universities nationwide,and extended to institutions of higher education in western China through the MOOCs Westward Initiative. It provides practical insights for the development of similar nursing courses in higher education.

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Nursing case compilation and teaching practice based on Lateral Thinking Theory WANG Xiujuan, FANG Yifan, HE Honglian, WEI Xiaolei, ZHU Zitian, LIANG Tao 2026, 23 (5):  530-534.  doi: 10.3761/j.issn.1672-9234.2026.05.003 Abstract ( 91 )   HTML ( 0 )   PDF (1362KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Based on Edward de Bono’s lateral thinking theory and the situation puzzle game model,this paper compiles nursing teaching cases by screening real medical records and constructing a set of “known clinical information” and “complete evidence chain”. These cases are applied in the teaching of the Nursing Oxygenation course,with the main steps being class introduction,mind map drawing,case study,and reflective review. Teachers’ evaluation results and students’ feedback indicate that lateral thinking case-based learning can promote the development of students’ clinical nursing thinking and reasoning decision-making abilities.

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Instructional design and practice of a nursing professional competency training course oriented by cultivating clinical thinking ability GUO Yucheng, XIA Liping, ZHU Weiyi, ZHANG Jing, ZHANG Ru, XU Jinghua, XUE Meiqin, QIAN Xin, JI Wentao 2026, 23 (5):  535-541.  doi: 10.3761/j.issn.1672-9234.2026.05.004 Abstract ( 142 )   HTML ( 0 )   PDF (1253KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the effect of a nursing professional competency training course designed to cultivate clinical thinking ability as the core goal. Methods Guided by the goal of cultivating clinical thinking ability,a training course for professional competency in acute chest pain nursing was designed and developed through college-hospital collaboration. A progressive course implementation framework of “core theoretical knowledge learning + key operational skills practice—integrated application of knowledge and skills” was constructed,which incorporated high-fidelity simulation teaching methods. A pilot teaching program was conducted among 24 higher vocational nursing students in their fourth semester(prior to clinical practice). Results After the course implementation,all 24 students achieved scores above 80 in theoretical examinations,key nursing skills assessments,and scenario simulation evaluations,with a pass rate of 100%. Qualitative interview results indicated that students generally believed that the implementation of this course helped cultivate their clinical thinking ability and enhanced their comprehensive application of knowledge and skills as well as thier teamwork ability. Conclusion The nursing vocational competency training program,designed with a focus on cultivating clinical thinking skills,has achieved initial success and gained positive recognition from students.

Discipline Development and Professional Construction

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Analysis of job-seeking challenges and educational implications for vocational nursing graduates in Shanghai from the perspective of employment intention HE Shufen, ZHU Wenqing, SHAO Yuanping, ZHAO Xueping 2026, 23 (5):  542-546.  doi: 10.3761/j.issn.1672-9234.2026.05.005 Abstract ( 68 )   HTML ( 0 )   PDF (1062KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the employment challenges of higher vocational nursing graduates in Shanghai from the perspective of employment intention,so as to provide references for optimizing higher vocational nursing education. Methods A convenient sampling method was adopted. In December 2023,1 081 graduating students of the 2024 cohort majoring in full-time higher vocational nursing from 10 public and private colleges in Shanghai were selected as study participants. A self-developed questionnaire was used for the survey,and standardized telephone follow-up was conducted in April 2025. Results Among the 1 081 quasi-graduates,766(70.86%) were willing to engage in nursing work,247(22.85%) had moderate willingness,and 68(6.29%) were unwilling to work in nursing;817(75.58%) preferred tertiary hospitals as their first job choice,and 907(83.90%) preferred to work in Shanghai. Among the 373 valid follow-up data,the employment rates of graduates with high,moderate and low willingness to work in nursing were 72.28%(193/267),72.29%(60/83) and 52.17%(12/23),respectively. The proportions of those engaged in non-nursing work in the three groups were 8.29%(16/193),10.00%(6/60) and 41.67%(5/12),respectively. Passive further education accounted for 69.84%(44/63) of all graduates pursuing further education. Among unemployed graduates,40.91%(18/44) were waiting for recruitment opportunities in civil service or public institutions. Conclusion Higher vocational nursing graduates are faced with problems such as differentiated professional identity,singular employment preference,and institutional-oriented inertia in career decision-making,which lead to employment mismatch and career development bottlenecks. It is suggested to strengthen professional identity education in nursing education,establish a flexible diversion mechanism,broaden students’ employment horizons,construct an experiential employment guidance mechanism,and implement targeted measures and home-school collaboration at the graduation stage,so as to improve students’ clarity of career positioning and rationality in employment decision-making.

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The development status and implications of advanced practice nurses in palliative care GUO Junchen, LIU Xiangyu, LIU Gaoming, LEI Xinyao, LI Li, CHEN Shengli, CHEN Yongyi 2026, 23 (5):  547-553.  doi: 10.3761/j.issn.1672-9234.2026.05.006 Abstract ( 82 )   HTML ( 0 )   PDF (1081KB) ( 1 )   Save References | Related Articles | Metrics Advanced practice nurses(APNs) in palliative care,as a vital workforce with strong clinical decision making capacity and interdisciplinary collaboration skills,play a vital role in symptom management,care coordination,and psychosocial support for patients and their families. However,the development of palliative care APNs in China is still at an exploratory stage. This article reviews the development,cultivation(admission and certification,education and training),core competencies,and practice scope of palliative care APNs at home and abroad. It proposes that in the future,China needs to establish an admission and qualification certification system for palliative care APN,with a focus on improving the existing education and training system,further optimize the practice environment and interdisciplinary mechanism,so as to provide a theoretical and practical implications for the construction of a localized development model for palliative care APNs in China.

Curriculum, Teaching Materials, Teaching Methods

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Teaching innovation and practice of Nursing Pedagogy course under the guidance of industry demand WANG Yanni 2026, 23 (5):  554-559.  doi: 10.3761/j.issn.1672-9234.2026.05.007 Abstract ( 72 )   HTML ( 0 )   PDF (941KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Nursing pedagogy is an interdisciplinary subject that deeply integrates nursing and education. The Nursing Pedagogy course is a distinctive course in the nursing curriculum system that systematically cultivates students’ teaching competencies. The high-quality development of the nursing industry demands teaching competencies from clinical nursing educators;however,the current teaching abilities,teaching professionalism,and innovative teaching awareness of nursing professionals are difficult to match the core requirements of industry positions. Guided by industry needs,the curriculum team adopts a reverse instructional design approach to reconstruct the Nursing Pedagogy course,following a closed-loop logic framework of “need identification-goal establishment-content reconstruction-space creation-strategy implementation-effect evaluation”. Closely aligned with the teaching competency requirements of clinical teaching positions in the nursing industry,the course formulates three-dimensional teaching objectives covering cognitive,skill,and affective domains. It selects teaching content that aligns with achieving these objectives,designs exclusive teaching spaces for different content modules,matches diverse classroom teaching strategies based on teaching spaces,and ultimately verifies the alignment between teaching effectiveness and industry needs through comprehensive evaluation. After two rounds of teaching practice,this course effectively enhanced students’ basic theoretical knowledge of nursing pedagogy and preliminary teaching practice abilities,nurtured their teaching sentiments,inspired their innovative teaching awareness,and achieved the curriculum education goal mandated by the industry.

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Effectiveness of screen-based simulation on clinical reasoning ability among nursing undergraduates:a systematic review ZHANG Si, GU Yiwei, JIN Sanli 2026, 23 (5):  560-567.  doi: 10.3761/j.issn.1672-9234.2026.05.008 Abstract ( 38 )   HTML ( 0 )   PDF (1114KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To systematically evaluate the effectiveness of screen-based simulation (SBS) in improving clinical reasoning ability among nursing undergraduates. Methods Databases including CNKI,Wanfang,VIP,PubMed,Web of Science,Scopus,Embase,CINAHL plus,and ProQuest Digital Dissertation & Theses were searched from inception to August 20,2025,for studies published in Chinese and English. Two researchers used the JBI’s evaluation criteria for RCTs research and JBI’s evaluation criteria for experimental research to independently evaluate the quality of the literature. Data were analyzed using narrative comprehensive analysis method without meta-analysis. Results A total of 12 studies were included in this study,including four RCTs and eight quasi-experimental studies. Among them,11 studies(91.7%) showed that SBS could improve the clinical reasoning ability of nursing students. Conclusion SBS contributes to the development of clinical reasoning ability among nursing students. As the number of studies grows,further quantitative analysis is warranted to validate its effectiveness of SBS in enhancing students’ clinical reasoning ability.

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Translation and validation of the Nursing Students’ Attitude towards E-learning Scale ZHAO Jiaju, ZHAO Yue, ZHAO Meng, SHI Lingyun, YOU Shuping 2026, 23 (5):  568-574.  doi: 10.3761/j.issn.1672-9234.2026.05.009 Abstract ( 91 )   HTML ( 0 )   PDF (1053KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To translate the Nursing Students’ Attitude towards E-learning Scale(NSA-e-learning) into Chinese and examine its reliability and validity. Methods After obtaining authorization from the original scale developer,the Chinese version of NSA-e-learning was developed through a process including forward translation,back-translation,cultural adaptation,and a pilot test. From November to December 2024,a convenience sampling method was used to recruit 830 undergraduate nursing students from a university in Xinjiang Province for the survey to examine the reliability and validity of the Chinese version of the NSA-e-learning. Results The Chinese version of the NSA-e-learning contained 28 items. The critical ratio values of the items ranged from 7.277 to 19.331. The correlation coefficients between each item score and the total scale score ranged from 0.412 to 0.592 (all P<0.05). The scale-level content validity index was 0.902,and the item-level content validity indices ranged from 0.786 to 1.000. The correlation coefficient between the scores of the Chinese version of the NSA-e-learning and the Online Self-regulated Learning Questionnaire was 0.547. Exploratory factor analysis extracted six common factors,with a cumulative variance contribution rate of 66.180%. Confirmatory factor analysis results showed χ2/df=1.859,RMSEA=0.057,IFI=0.918,NFI=0.838,CFI=0.916,and NNFI=0.902. The overall Cronbach’s α coefficient of the Chinese version of NSA-e-learning was 0.896,and Cronbach’s α coefficients of the six dimensions ranged from 0.727 to 0.906. Conclusion The Chinese version of NSA-e-learning scale demonstrates good reliability and validity,and is suitable for assessing e-learning attitudes of nursing students in the Chinese cultural context.

Ideological and Political Education and Quality Education

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Reform of diversified ideological and political education in Nursing Pedagogy course XING Qiuyan, LI Xuejie, ZHANG Hong, SUN Xiaohui, WANG Liping, WANG Fang 2026, 23 (5):  575-580.  doi: 10.3761/j.issn.1672-9234.2026.05.010 Abstract ( 50 )   HTML ( 0 )   PDF (971KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the methods and effects of a diversified teaching reform that integrates deological and political education in the undergraduate Nursing Pedagogy course. Methods A total of 172 undergraduate nursing students admitted in 2023 were selected as the participants. A diversified teaching reform program characterized by “online-offline integrated delivery and in-depth integration of theory with practice” was implemented in the Nursing Pedagogy course. The effects of the reform were evaluated based on students’ comprehensive scores of ideological and political literacy,and feedback from both students and instructors. Results The mean comprehensive score of students’ ideological and political literacy was(80.41±3.58) points. The overall satisfaction rate with the ideological and political teaching was 94.8%. Instructors’ self-reflection indicated that the organization of project-based learning and online topic discussions needed to be further optimized. Conclusion The diversified teaching reform integrating ideological and political education in the undergraduate Nursing Pedagogy course helps enhance students’ ideological and political literacy and teaching satisfaction,which is worthy of popularization and application.

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The relationship between latent profiles of major adaptation and academic achievement among undergraduate nursing students ZHOU Xuefei 2026, 23 (5):  581-586.  doi: 10.3761/j.issn.1672-9234.2026.05.011 Abstract ( 70 )   HTML ( 0 )   PDF (904KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective This study aimed to identify heterogeneous profiles of professional adaptation among undergraduate nursing students and to explore their relationship with academic achievement. Methods Using a convenience sampling method,388 undergraduate nursing students were surveyed with the Professional Adaptation Scale,which measures professional commitment,learning goals,learning behaviors,self-efficacy,and professional identity. Latent Profile Analysis(LPA) was employed to identify adaptive subgroups,and differences in academic achievement,indexed by Grade Point Average(GPA),among these profiles were analyzed. Results Four latent profiles were identified:a Low-Adaptation group(28.4%),a Moderate-Adaptation group(35.6%),a High-Adaptation group(18.8%),and a High Self-Efficacy-Low Goal-Behavior group(17.2%). Regression analysis revealed that,compared to the Low-Adaptation group,the High-Adaptation group had significantly higher academic achievement(β=0.711,P<0.001). Notably,the High Self-Efficacy-Low Goal-Behavior group exhibited significantly lower academic achievement than the Low-Adaptation group(β=-0.350,P=0.007). Conclusion Professional adaptation among nursing undergraduates presents both balanced and imbalanced patterns,and its relationship with academic achievement is non-linear. This study identifies a critical at-risk subgroup,the High Self-Efficacy-Low Goal-Behavior group,whose poor academic performance is linked to a disconnect between confidence and engagement. These findings highlight the need for educators to accurately identify student characteristics and implement tailored,precise interventions.

Experimental and Practical Teaching and Learning

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Application of problem-case integrated teaching in oncology nursing clinical practicum CAO Lijun, LI Lin, ZHAO Qian, NING Liangliang, GAO Liya, YANG Ya’nan 2026, 23 (5):  587-593.  doi: 10.3761/j.issn.1672-9234.2026.05.012 Abstract ( 62 )   HTML ( 0 )   PDF (1021KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the effects of an outcome-based education (OBE) -guided dual-track teaching model integrating problem-based learning (PBL) and case-based learning (CBL) on clinical practice competence and self-directed learning ability of nursing interns during oncology clinical practicum. Methods A cluster randomized controlled trial was conducted among undergraduate nursing students undertaking clinical practicum in the oncology department of a tertiary hospital in Shanxi Province,China,from August 2024 to May 2025. Using rotation batches as the unit of randomization,participants were randomly assigned to the intervention group(n=60) or the control group(n=60). The intervention group received the OBE-guided PBL-CBL dual-track teaching model,while the control group received routine CBL teaching. The Clinical Practice Competence Scale for Undergraduate Nursing Interns and the Self-Rating Scale of Self-Directed Learning were administered before and after the intervention. Theoretical and practical skill examination scores were also compared. Results After the intervention,the intervention group scored significantly higher than the control group on clinical practice competence(169.28±10.23 vs 144.10±8.59,P<0.001) and self-directed learning ability(240.40±11.44 vs 213.43±14.23,P<0.001). Practical skill examination scores were significantly higher in the intervention group (92.15±4.06 vs 86.93±4.87,P<0.001),while no significant difference was found in theoretical examination scores (P=0.989). Conclusion The OBE-guided PBL-CBL dual-track teaching model effectively enhances clinical practice competence and self-directed learning ability of nursing interns during oncology clinical practicum.

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Analysis of the impact path of self-efficacy on artificial intelligence readiness among nursing interns LIN Danni, HUA Jing, XU Shuangyan 2026, 23 (5):  594-600.  doi: 10.3761/j.issn.1672-9234.2026.05.013 Abstract ( 71 )   HTML ( 0 )   PDF (1029KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the impact path of self-efficacy on artificial intelligence(AI) readiness among nursing interns,and to analyze the mediating role of self-directed learning ability and the moderating role of AI attitude in the direct path from self-efficacy to AI readiness. Methods In October 2025,a convenience sampling method was used to select nursing interns from a tertiary A-grade hospital in Hangzhou as the participants. A questionnaire survey was conducted using the General Information Questionnaire,General Self-Efficacy Scale,Self-directed Learning Ability Scale,and an AI Readiness Scale for Medical Students. Results A total of 458 nursing interns were included in the study. Their general self-efficacy scores were(29.85±5.45),self-directed learning ability scores were (106.42±15.21),medical student AI readiness scores were(80.02±13.90),and AI attitude scores were(4.29±0.60). All four variables showed significant positive correlations between each other(P<0.05). Self-directed learning ability played a partial mediating role between self-efficacy and AI readiness,accounting for 54.63% of the total effect. AI attitude had a negative moderating effect on the path from self-efficacy to AI readiness(β=-0.104,P=0.025). Conclusion Self-efficacy not only directly influences the AI readiness of nursing interns but also indirectly affects it through self-directed learning ability. AI attitude plays a negative moderating role in the process by which self-efficacy directly influences nursing interns’ AI readiness. In nursing education practice,attention should be paid to enhancing self-efficacy improvement,cultivating their self-learning ability cultivation,and providing targeted guidance on their AI attitude,in order to systematically enhance their future professional adaptability in the smart medical environment.

Career Growth and Development

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An applied study of position management training for junior nurses in the operating room CHENG Huimin, ZHANG Zengmei, ZHAO Haiyun, ZHANG Ying, JIN Zi, WANG Haiyan 2026, 23 (5):  601-606.  doi: 10.3761/j.issn.1672-9234.2026.05.014 Abstract ( 74 )   HTML ( 0 )   PDF (997KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective Based on the current status and potential issues, this study aims to develop a training program on patient positioning for junior nurses and evaluate its effectiveness. Methods From February to March 2025,45 junior nurses in the operating room from one branch hospital of a Grade A Class Ⅲ hospital were selected as the experimental group,the teaching team followed the “analysis-design-development-implementation-evaluation” model,based on thorough analysis of actual circumstances and training needs,guided by teaching objectives and adhering to pedagogical principles,it designed teaching programms for patient positioning,developed teaching resources,implemented training programs,and evaluated the teaching carried out. Thirty-one junior nurses in the operating room from another branch hospital were selected as the control group to receive conventional patient positioning training. The theoretical assessment scores,operational assessment scores and teaching satisfaction of the two groups of junior nurses after training were compared. Results The theoretical assessment scores(89.93±6.00) in the experimental group were higher than those(83.42±6.96) of the control group,and the differences were statistically significant(P<0.05);the operational assessment scores of the four surgical position in the experimental group were higher than those of the control group,and the differences were statistically significant(P<0.05);the teaching satisfaction(23.53±1.14) in the experimental group was higher than that(20.55±1.86) in the control group,and the difference was statistically significant(P<0.05). Conclusion The positioning management training is syste-matic and standardized. It can improve the theoretical and operational levels of junior nurses in positioning mana-gement,enhance their abilities to analyze and solve problems,and improve the teaching quality and training effect.

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Status quo and influencing factors of impostor phenomenon among intensive care unit nurses in tertiary A hospitals LIU Meng, DONG Qiaoliang 2026, 23 (5):  607-612.  doi: 10.3761/j.issn.1672-9234.2026.05.015 Abstract ( 52 )   HTML ( 0 )   PDF (1078KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the status quo and influencing factors of imposter phenomenon among ICU nurses in tertiary A hospital,a cross-sectional survey was conducted. Methods Demographic questionnaire,Clance Impostor Phenomenon Scale,Negative Acts Questionnaire and Head Nurses’ Humanistic Care Behavior Scale were used to investigate 640 ICU nurses from 4 tertiary A hospitals in Changsha. The univariate analysis,correlation analysis and multiple linear regression were used to identify the influencing factors of impostor phenomenon among ICU nurses from tertiary A hospital. Results The total score of impostor phenomenon of ICU nurses in tertiary A hospitals was 47.81±14.91 points. The results of multiple regression analysis showed that age,risk perception,negative acts and head nurses’ humanistic care behavior were the influencing factors of impostor phenomenon among ICU nurses in tertiary A hospitals. Conclusion The impostor phenomenon among ICU nurses in tertiary A hospitals is relatively high. Nursing managers should prioritize targeted interventions for young nurses with a high level of nursing work risk perception,strengthen head nurses’ humanistic care practices,prevent the occurrence of negative acts,relieve their psychological pressure,thereby reducing the incidence of the impostor phenomenon.

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Construction and application of scenario simulation training program for improving midwives’ post competency CUI Hongxia, GUO Meihua, WANG Jingjing, ZHAO Tianyu 2026, 23 (5):  613-620.  doi: 10.3761/j.issn.1672-9234.2026.05.016 Abstract ( 58 )   HTML ( 0 )   PDF (1583KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To develop a scenario simulation training program aimed at improving midwives’ professional post competency(hereinafter referred to as the program) and evaluate its application effect. Methods The program was formulated through literature review,expert interviews,and case analysis. From December 2024 to June 2025,a total of 180 midwives from 3 batches who participated in training at the clinical practice base for specialty midwives in a Grade A tertiary hospital in Henan Province were selected as the participants. For each batch,they were divided into an experimental group and a control group using the random number table method,with 90 midwives in each group eventually included. The control group received routine training,while the experimental group underwent training based on the program. The theoretical knowledge and practical skills assessments,core competencies,and critical thinking abilities were compared between the two groups before and after training,and the experimental group’s evaluation of the simulated teaching design was assessed. Results The experimental group’s scores in theoretical knowledge,practical skills assessments,core competencies,and critical thinking abilities were superior to those of the control group after training(P<0.05). The experimental group’s ratings for simulated teaching design was(91.08±8.45) points. Conclusion The scenario simulation training program effectively enhances midwifery competency and training acceptance,making it worthy of promotion.

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Investigation on work values of intravenous therapy specialty nurses WANG Renxiu, ZHAO Junyan, RUAN Zhen, WANG Min, WANG Gang 2026, 23 (5):  621-626.  doi: 10.3761/j.issn.1672-9234.2026.05.017 Abstract ( 56 )   HTML ( 0 )   PDF (881KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the current state of work values among intravenous therapy specialty nurses and analyse its influencing factors,thereby providing reference for improving the training,utilization,and management mechanisms of these nurses. Methods A convenience sampling method was employed to select 214 intravenous therapy specialty nurses as participants. General information questionnaires,the Craftsmanship Spirit Scale,the Training Transfer Atmosphere Scale,and the Specialty Nurse Work Engagement Scale were used for data collection. Results The total score of work values among intravenous therapy specialty nurses was(77.57±8.54). Multiple linear regression analysis revealed that hospital grade,self-rated health status,specialty nurse training transfer atmosphere,and work engagement scores were factors influencing work values(P<0.05),accounting for 49.1% of the variance in work values. Conclusion The overall level of work values among intravenous therapy specialty nurses is generally at a moderate level and is influenced by multiple factors. Special attention should be given to intravenous therapy specialty nurses in secondary hospitals;While strengthening the health management of intravenous therapy specialty nurses,efforts should be made to actively create a team atmosphere conducive to training transfer,and stimulate their work engagement. This will continuously enhance their level of work values and promote high-quality development in clinical intravenous therapy specialty nursing.

Review

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A scoping review of the role transformation of nursing faculty in the AI collaboration mode XU Zhaozhao, HAN Yu, LI Xueying, LI Yingju, YIN Zuojuan 2026, 23 (5):  627-633.  doi: 10.3761/j.issn.1672-9234.2026.05.018 Abstract ( 104 )   HTML ( 0 )   PDF (1191KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To systematically summarize the current applications of artificial intelligence(AI) as a collaborator in nursing education, examine the driving dimensions,practical pathways,and effectiveness evaluations of its impact on the role transformation of nursing faculty,and provide an evidence base for constructing a new paradigm of human-AI collaborative teaching. Methods Guided by the scoping review framework,a systematic search was conducted across major Chinese and English databases. Results Four core dimensions of role transformation were identified:functional transformation (from instructional designer to learning experience designer);relational transformation(from the teacher-student dyad to a human-AI-student triad);competency transformation (from digital literacy to AI tool integration capability);and identity transformation(from knowledge authority to ethical guardian). Key facilitating and hindering factors were also summarized. Conclusion AI is driving a fundamental and systemic transformation in the roles of nursing faculty. Future efforts should focus on developing corresponding competency frameworks,developmental evaluation systems,and forward-looking ethical guidelines to support educators’ continuous professional growth within the emerging human-AI collaborative ecosystem.

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The application and implications of outcome-based education in nursing curriculum development in China MA Yuxia, MA Chi, YAN Fanghong, ZHU Ying, CAO Jianxun, ZHANG Hongyan, HAN Lin 2026, 23 (5):  634-640.  doi: 10.3761/j.issn.1672-9234.2026.05.019 Abstract ( 69 )   HTML ( 0 )   PDF (1048KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Outcome-based education(OBE) is a student-centered educational philosophy that focuses on learning outcomes. It has attracted widespread attention from scholars and has become a key direction in higher education reform. This study reviews the current application status and implementation steps of OBE in nursing education in China,aiming to provide insights for its further promotion across nursing and related disciplines. Findings indicate that while initial progress has been made,challenges remain,such as insufficient implementation depth and underdeveloped evaluation systems. To advance high-quality nursing education,future efforts should focus on enhancing faculty competencies,strengthening students’ learning capacities,and optimizing curriculum design in accordance with the practical context of Chinese nursing education.