Against the macro-strategic backdrop of building a powerful country through education and cultivating top-notch innovative talents under China’s New Medical Science initiative，medical education reform has shifted from localized pedagogical updates to systemic paradigm reconstruction. This study analyzes a course on circulatory system diseases ——a first-prize winner in the New Medical Science（Intermediate and Below Rank） Group at the 5th National University Faculty Teaching Innovation Competition——to critically dissect its novel “vertical-horizontal integration and scaffolded cyclical escalation” reform pathway. By constructing a new curriculum content architecture，developing an advanced resource platform，and designing an instructional process alongside a comprehensive assessment framework predicated on scaffolded cyclical escalation，the course successfully shifts the educational focus from traditional knowledge transmission to competency cultivation. This approach effectively break down traditional disciplinary barriers，fosters interdisciplinary integration，and provides a strategic blueprint for pedagogical innovation within the New Medical Science framework. Furthermore，from an interdisciplinary perspective，this study explores the profound implications and insights this instructional innovation offers for the future advancement of nursing education.

Objective To explore the practical approaches and effects of artificial intelligence-empowered ideological and political education in the Nursing Psychology course. Methods A situational intelligent teaching field for ideological and political education was created，and a whole-process intelligent teaching and ideological integration scheme covering “pre-class intelligent guidance，in-class intelligent learning，after-class/extracurricular intelligent practice and innovation” was constructed and implemented. A total of 135 undergraduate nursing students recruited in 2023 at a medical university in Guangzhou were recruited. A historical control design was used to compare theoretical examination scores between the 2023 cohort and the 2022 cohort（n=133）. A pretest-posttest self-controlled design was applied to evaluate mental health literacy. Structured observation notes were used to collect feedback from teachers on students’ performance in terms of professional ethics and humanistic care. Results The theoretical examination scores of the reformed group（72.76±7.38） were higher than those of the historical control group（70.23±8.72），and the difference was statistically significant（P=0.01）. The post-test total score of mental health literacy（112.18±10.74） was higher than the pre-test score（108.67±10.85），and the difference was statistically significant（P<0.01）. Scenario simulation observations revealed that the proportion of students demonstrating good professional ethics and humanistic care behaviors ranged from 75% to 100%. Conclusion The artificial intelligence-empowered ideological and political education scheme in the Nursing Psychology course helps improve students’ theoretical knowledge mastery and mental health literacy，promotes the formation of ethical-humanistic conduct，and provides an operable practical example for the smart reform of ideological and political education in nursing programs.

Facing the profound impact of the intelligent era，guided by the New Medical Science concept，how to reform and innovate the medical education model to cultivate outstanding medical talents that meet the needs of social development needs of the new era has become a common challenge for all medical educators. For this reason，we took the teaching innovation in Obstetrics and Gynecology as an example，exploring effective pathways for medical education in the digital and intelligent era through innovations in teaching content and methods，educational assessment and resources. This effort aims to provide replicable paradigms for the teaching innovation of clinical medical courses and offer valuable insights and references for the cultivation of high-level interdisciplinary medical talents under the New Medical Science initiative.

Objective To construct a tri-chain synergistic teaching model of “cognitive-decision-value chain” in surgical nursing education and evaluate its effectiveness. Methods According to the requirements of clinical nursing competency，this study addressed three major teaching challenges in Surgical Nursing course，including difficulties in knowledge system construction，insufficient clinical decision-making ability，and inadequate internalization of professional values. A tri-chain synergistic teaching model was developed，characterized by hierarchical instructional objectives，modularized specialty-based curriculum design，and an AI-supported teaching resource system consisting of one knowledge graph and nine resource libraries. A three-stage teaching process spanning pre-class，in-class，and post-class learning was implemented to facilitate progressive development of the cognitive chain，decision chain，and value chain. This teaching reform was applied to a cohort of 186 undergraduate nursing students in grade 2022 at a university. Outcomes were evaluated using course performance and teaching evaluation feedback. Results The average course score of students was 80.32±7.79，93.4% of students were satisfied with the course. Besides，the teaching reform was recognized with a Third Prize in the National University Teaching Innovation Competition and designated as a Provincial Ideological and Political Demonstration Course. Conclusion The tri-chain synergistic teaching model effectively helps students build systematic surgical nursing knowledge systems，improve their clinical decision-making competency，and promote the internalization of professional values. It provides a replicable and practical approach for innovation in nursing education.

In response to the common challenges in death education courses at medical schools—namely，the difficulty of initiating conversations about death，the gap between theory and practice，and the challenge of cultivating empathetic competence—and aligned with the growing national need for palliative care professionals amid China’s aging population，the School of Nursing at Capital Medical University has innovatively designed and implemented a social-practice-oriented course titled Life Care and Death Education. Guided by the core framework of “CARE” the course systematically integrates four innovative pillars：structured cognition，practical action，reality environment，and evaluation empowerment，pioneering a “mobile classroom” teaching model. This design has successfully achieved the educational objective of “integrating knowledge with action and harmonizing life and death”. It has been recognized as a National First-Class Undergraduate Course and awarded the First Prize in the Senior Professor Group（New Medical Sciences Category） of the Fifth National University Teachers’ Teaching Innovation Competition，offering a referential and replicable teaching innovation plan and paradigm for death education in medical colleges across China.

Furnace-style Education is a systematic educational paradigm for ideological and political education. It regards universities as a grand furnace to cultivate young talents for the new era. Its core objective is to address prominent challenges such as the disconnection between ideological and political education and professional education，as well as fragmentation moral education through all-round whole-person，and whole-process integration. This paper first analyzes the existing shortcomings in ideological and political education in universities and expounds the connotation of Furnace-style Education. It then illustrates on the practical approaches to Great Ideological and Political Education adopted by Shanghai University of Health Sciences guided by this concept，and summarizes the educational effects and future improvement directions. Practice has proved that driven by Furnace-style Education，Great Ideological and Political Education has effectively resolved the separation between ideological and political education and professional education via theoretical innovation，institutional coordination and a closed-loop evaluation system. Its practical approaches are worthy of wide application and popularization.

Objective To explore the preliminary outcomes of establishing a micro-specialization in geriatric nursing and its teaching practices，based on core competencies in geriatric nursing，within the context of the New Medical Sciences. Methods Core competencies in geriatric nursing were identified through literature reviews and interviews to set training objectives for micro-specializations. The Delphi method was used to survey 15 experts in the field of geriatric nursing to develop the curriculum framework of the geriatric nursing micro-specialization. Meanwhile，the study focused on developing teaching resources，building a faculty team，and establishing practical training bases. The corresponding curriculum for the geriatric nursing micro-specialization was launched，and teaching and evaluation were conducted among 20 students who voluntarily participated in this program. Results The response rates for the two rounds of expert questionnaire surveys were 88% and 100%，respectively. The expert authority coefficients for the two rounds were 0.90 and 0.92，respectively. Kendall’s coefficients for the two rounds of inquiries were 0.128 and 0.151，respectively（P<0.05）. The geriatric nursing micro-specialization curriculum consists of five modules and 10 courses. The average teaching evaluation score of the 10 courses given by 20 students was 89.17±2.92 points，with an overall teaching quality satisfaction rate of 90%. Conclusion The established micro-specialization curriculum system for geriatric care that has been developed is both scientific and practical. It conforms to the development characteristics of micro-specialization under the New Medical Science context and has obtained positive student feedback.

Objective To develop an intelligent nursing inquiry teaching mini-program integrating knowledge-based question answering，simulated clinical inquiry，and feedback evaluation，and to evaluate its usability. Methods Based on a collaborative framework of artificial intelligence（AI） Partner and AI Tutor agents，inquiry agents representing teaching assistant，patient，and expert roles were constructed. The base models DeepSeek-R1-Distill-Qwen-7B，MMed-Llama-3-8B，and DeepSeek-V3 were selected，and specialized datasets covering inquiry knowledge，nurse-patient dialogue，and inquiry evaluation were constructed. The agents were trained using supervised fine-tuning，prompt engineering，or a combination of both，producing seven candidate versions for each agent type. Following preliminary evaluation，experts selected the optimal version of each role based on the QUEST assessment framework. Agent optimization and deployment were performed on the Coze platform，and the mini-program was launched on the WeChat platform. Usability was evaluated by twenty nursing students and five experts using an overall usability questionnaire and a heuristic evaluation，respectively. Results The DeepSeek-V3 model trained with prompt engineering was selected as the optimal version and was applied to develop the nursing inquiry teaching mini-program. Usability evaluation showed that the scores of 20 nursing students for system quality，information quality，interface quality，and overall quality were 1.41 ± 0.42，1.66 ± 0.57，1.75 ± 0.70，and 1.56 ± 0.46，respectively. In the heuristic evaluation conducted by five experts，the median scores for all items were ≤1.00. Conclusion The nursing inquiry teaching mini-program shows favorable usability and offers intelligent support for nursing inquiry education.

Objective To construct an intelligent curriculum platform for Health Assessment based on artificial intelligence（AI） technology and evaluate its application effect. Methods Pre-established multimodal curriculum resources were integrated into a knowledge base，and three functional modules including a multi-dimensional knowledge graph，an intelligent question-answering system and a multi-agent system were developed. The accuracy and professionalism of the platform were verified through performance tests. A total of 16 sophomore undergraduate nursing students who had completed the Health Assessment course with the assistance of this platform were enrolled as participants. The platform effectiveness was evaluated using System Usability Scale and semi-structured interviews. Results Compared with the Qwen3-Max model，the structured data score，unstructured data score and overall accuracy rate of the intelligent question answering system increased by 30.00%，17.75% and 21.84% respectively. The mean system usability score given by the 16 students was 81.88±5.95. Interview findings revealed high overall students satisfaction，as students reported that the platform effectively imporved learning efficiency and stimulated learning enthusiasm. Conclusion The intelligent curriculum platform for Health Assessment shows satisfactory usability，professionalism and desirable application effect. Further practical exploration and optimization of the platform can foster a new teaching ecosystem featuring human-AI collaboration，and promote the digital transformation and high-quality development of nursing education.

Objective To explore the implementation path of aesthetic education for nursing undergraduates based on the Nursing Aesthetics course，and to provide practical basis for the construction of aesthetic education system of nursing specialty. Methods By convenience sampling method，a total of 132 nursing undergraduates of 2024 grade in a university in Beijing were selected as the participants. Adopting the Understanding by Design （UbD） model，we constructed a trinity teaching framework of “goal-evaluation-experience”，established the aesthetic education core of “internal and external cultivation，harmony in beauty”，clarified the educational goal of “understanding the beauty of nursing and practicing the beauty of nursing”，implemented multiple assessments through performance tasks and formative evaluation，designed a progressive learning experience of “engagement-inquiry-internalization-transfer-feedback”，and integrated a cross-institutional teaching team and multi-scenario teaching resources to carry out teaching. The effectiveness of teaching was evaluated based on students’ course scores，their satisfaction with teaching，and their perceived learning gains from teaching. Results Students achieved good average scores in the course，with scores of performance evaluation and process evaluation meeting the standards，and the course satisfaction rate ranging from 98% to 100%. Interview feedback indicated that the course effectively enhanced students’ ability to appreciate the beauty of nursing and strengthened their professional identity and literacy. Conclusion This exploration provides a practical sample for the construction of the aesthetic education system for nursing majors. Further optimization should be achieved by deepening interdisciplinary teaching，strengthening clinical integration，and improving the evaluation system.

Objective To explore the mediating role of emotions in the relationship between perceived barriers to use artificial intelligence（AI） technology and learning motivation among undergraduate nursing students. Methods By convenience sampling，a total of 367 undergraduate nursing students from freshmen to seniors in 5 universities of Shandong Province were enrolled from December 2024 to March 2025. The general information questionnaire，Perceived Use Barriers of AI Technology Scale，Emotion Scale and Learning Motivation Scale were adopted for the investigation. Results The scores of perceived use barriers of AI technology，positive affect（PA），negative affect（NA） and learning motivation of the 367 undergraduate nursing students were （12.77±2.91），（34.14±6.37），（21.89±6.65），and （87.84±7.96） respectively. The score of perceived use barriers of AI technology was negatively correlated with PA score（r=-0.294，P<0.001），positively correlated with NA score（r=0.291，P<0.001），and significantly negatively correlated with learning motivation score（r=-0.187，P<0.001）. PA score was positively correlated with learning motivation score（r=0.405，P<0.001），while NA score was negatively correlated with learning motivation score（r=-0.166，P=0.001）. Mediating effect analysis showed that PA played a full mediating role between perceived use barriers of AI technology and learning motivation in undergraduate nursing students[β（95%CI）=-0.051（-0.084，-0.027）]；NA played a partial mediating role between the two variables[β（95%CI）=-0.016（-0.034，-0.004）]，with the mediating effect accounted for 18.82% of the total effect. Conclusion Perceived barriers to AI technology among undergraduate nursing students can reduce their learning motivation by weakening positive affect and increasing negative affect. Interventions should target both perceived barriers to AI use and emotional states to enhance learning motivation in AI-integrated nursing education.

Objective To construct a knowledge graph for obstetric nursing clinical teaching and explore its application effects in the clinical internship teaching of undergraduate nursing students. Methods A convenience sampling method was adopted to select 120 undergraduate nursing students who were interning in the obstetric department of a tertiary hospital from July 2024 to April 2025. According to internship months，students were divided into the experimental group and control group，with 60 in each. The control group was taught using the conventional clinical teaching model，while the experimental group was taught using the obstetric clinical teaching knowledge graph. After the internship，the theoretical and operational assessment scores of the two groups were compared，and changes in their autonomous learning ability before and after the intervention were evaluated. Semi-structured interviews were conducted with the students in the experimental group to understand their initial application experiences and suggestions regarding the knowledge graph. Results After the teaching，theoretical and operational scores of the experimental group were significantly higher than those of the control group（all P<0.05）. The total score of autonomous learning ability and the scores of each dimension，including learning motivation，planning and implementation，self-management，and interpersonal communication，in the experimental group increased significantly more than those in the control group（all P<0.05）. Four themes were extracted from the interviews：favorable usability and acceptability；integration of obstetric nursing knowledge and translation into clinical practice；facilitators and barriers to sustained use；and needs for platform optimization and teaching integration. Conclusion The application of the knowledge graph in obstetric nursing clinical internship teaching can effectively improve students’ theoretical knowledge，operational skills，and autonomous learning ability，helping them establish a systematic knowledge system and promote the integration of theory and practice. This model provides a new insights and empirical evidence for optimizing obstetric clinical nursing teaching.

Objective To explore the mediating effect on psychological flexibility between humane care quality and clinical communication competence of nursing interns，and to provide a reference for improving the clinical communication competence of nursing interns. Methods A convenience sampling method was used to select 332 nursing interns from the First Hospital of Shanxi Medical University. The survey tools were the General Information Questionnaire，Nurse’s Humane Care Quality Scale，Simplified Multidimensional Psychological Flexibility Scale and Clinical Communication Competence Scale of nursing students，and a structural equation model was constructed to verify the mediating effect of psychological flexibility in the relationship between humane care quality and clinical communication competence. Results The total scores of humane care quality，psychological flexibility and clinical communication competence were 124.89±16.02，60.92±9.14，and 86.34±11.98，respectively. Humane care quality，clinical communication competence，psychological flexibility were all positively correlated（P<0.001）. The nursing interns’ psychological flexibility played a mediating role between humane care quality and clinical communication competence，accounting for 44.48% of the total effect. Conclusion The nursing interns’ psychological flexibility acts as a mediator between humane care quality and clinical communication competence. Nursing educators should pay attention to the importance of psychological flexibility in nursing interns，and formulate targeted interventions to improve the interns’ humane care quality and psychological flexibility，thereby enhancing their clinical communication compe-tence.

Objective To construct a standardized training program targeting the vascular access nursing competence of blood purification nurses and to empirically validate its effectiveness in clinical practice. Methods A preliminary program framework was established through systematic literature retrieval and analysis，with the four hierarchical stages of Miller’s Pyramid Theory serving as the core module for organizing training content. Nineteen interdisciplinary experts，including clinical nursing specialists，nursing educators，and vascular surgery physicians，were invited to conduct two rounds of Delphi correspondence consultations. The program was revised and finalized based on expert feedback regarding content validity，feasibility，and scientific rigor. A total of 80 refresher nurses rotating through the Blood Purification Center of a tertiary Grade A hospital in Nanjing were enrolled in this study. The control group（n=40） consisted of nurses who received conventional one-on-one clinical preceptorship from January to December 2023，while the experimental group（n=40） received the Miller’s Pyramid-based training program from January to December 2024. The two groups were compared in terms of theoretical knowledge of vascular access，knowledge application proficiency，hands-on practical skills evaluation，clinical scenario simulation testing，and satisfaction with the training. Results Post-training comparative analysis revealed no statistically significant difference in theoretical knowledge and knowledge application scores between the two groups（P>0.05）. However，the experimental group demonstrated significantly higher performance in professional practical skills（P<0.05） and clinical scenario simulation assessment（P<0.05） compared to the control group. The overall satisfaction score of the experimental group was significantly higher than that of the control group（P<0.05）. Conclusion The Miller’s Pyramid-based training program for vascular access nursing competence in blood purification effectively enhances refresher nurses’ capabilities in vascular access assessment，rational utilization，standardized maintenance，and complication prevention. Characterized by standardization and scientific rigor，the program provides a structured approach to nursing competence development. Future research should further explore the long-term impact of this training on nurses’ actual clinical performance and patient outcomes through longitudinal follow-up studies.

Objective To explore the application effect of an outcome-based education（OBE） teaching model in the training of newly recruited ICU nurses. Methods We selected 72 newly recruited nurses rotating in the ICU of a tertiary Grade A hospital in Qingdao from August 2023 to July 2025 as study participants，who were then divided into the control group（n=36） and the experimental group（n=36） according to chronological order. The experimental group received a new nurse training program using the BOPPPS model（Bridge-in，Objective，Pre-assessment，Participatory Learning，Post-assessment，Summary） within the outcome-based education concept，while the control group received conventional training. Theoretical and practical assessment scores were compared between the two groups before and after training. The Nursing Mini-Clinical Evaluation Exercise（Nursing-Mini-CEX） and the Six Dimension Scale of Nursing Performance（6-D） were used to evaluate clinical competence and post competency，respectively，and training satisfaction was surveyed. Results After training，the scores of theoretical and practical assessment scores of experimental group were significantly higher than those of control group（P<0.05）. Additionally，the experimental group outperformed the control group in terms of Nursing-Mini-CEX scores and 6-D scores（P<0.05）. Training satisfaction was also higher in the experimental group（P<0.05）. Conclusion An outcome-based education training model can significantly improve theoretical knowledge，practical skills，clinical comprehensive competence，and post competency of newly recruited ICU nurses，with improved training satisfaction. It is worth promotion in the training of newly recruited nurses.

Objective To develop a localized clinical training program for narrative-based palliative care and to evaluate its impact on the caring ability of nursing interns and newly recruited nurses. Methods A clinical training program for palliative care was constructed based on the localized narrative nursing model and Kolb’s Experiential Learning Theory. A convenience sampling method was used to select 46 undergraduate nursing interns and nurses with less than one year of working experience from a Grade A tertiary hospital in Jiangsu Province. A 4-week progressive clinical training program for palliative care，which included four stages of “perception-reflection-simulation-practice” based on narrative nursing，was implemented. Paired-samples t-test was used to compare the differences in scores of the Caring Ability Inventory（CAI） before and after the training. Purposive sampling was adopted to select 12 participants for one-on-one interviews focused on training experience，changes in clinical nursing ability and influencing factors. Results After the training，the total score and scores of each dimension of the CAI were significantly improved（P<0.05，Cohen’s d=1.48）. The interview data revealed a progressive growth trajectory of “attitude shift-technical comprehension-value reconstruction”. Conclusion The developed clinical training program for palliative care is conducive to cultivating the palliative care and humanistic caring ability of nursing interns and newly recruited nurses in oncology-related departments. It has good feasibility and promotion value，and can provide an initial localized scheme for palliative care training of junior nurses in oncology-related departments.

Objective To investigate the current status of oral health literacy among pregnant women，analyze its influencing factors. Methods A cross-sectional study design was adopted. From October to November 2025，a total of 279 pregnant women receiving medical treatment in 32 medical alliance hospitals affiliated with a tertiary Grade A hospital in Jiangsu Province were enrolled by convenience sampling. The General Information Questionnaire，Oral Health Literacy Scale，Oral Health Impact Degree Scale，Oral Health Care Self-efficacy Scale and Perceived Social Support Scale were used for the investigation. Results The total score of oral health literacy among pregnant women was（47.77±11.29） points，and the mean item score of the “acceptance ability” dimension was the lowest（3.17±1.01）. Multiple linear regression analysis showed that brushing time per session（β=0.097，P=0.046），oral health self-efficacy（β=0.553，P<0.001） and perceived social support（β=0.179，P=0.002） were independent influencing factors of oral health literacy in pregnant women，which jointly explained 34.1% of the total variance. Conclusion The overall oral health literacy of pregnant women is moderate with uneven dimensional development and is affected by multiple factors. It is necessary to implement collaborative interventions targeting pregnant women from three aspects：behavioral guidance，self-efficacy enhancement and supportive environment building so as to improve their oral health status and ensure maternal and child health.

Objective To systematically evaluate the psychometric properties of fatigue assessment tools for stroke patients and the methodological quality of relevant studies. Methods Electronic databases including PubMed，Embase，CINAHL，Cochrane Library，Web of Science，CNKI，VIP，Wanfang Data and Chinese Biomedical Literature Database（CBM） were searched to retrieve studies on fatigue assessment tools for stroke patients. The search period was from inception of each database to April 13，2026. Two researchers independently screened literature and extracted relevant data. The Consensus-Based Standards for the Selection of Health Measurement Instruments were adopted to assess the psychometric properties of included assessment tools and the methodological quality of relevant studies，and clinical recommendations for these tools were formulated. Results A total of 18 studies involving 18 assessment tools were included，and all tools were recommended as Grade B. Conclusion There are various fatigue assessment tools for stroke patients，while their overall methodological quality is suboptimal. The Fatigue Assessment Scale and Multidimensional Fatigue Symptom Inventory-Short Form are conditionally recommended for clinical application，although their psychometric properties require further validation.

Objective To review the current status of research mentorship implementing in undergraduate nursing education. Methods Relevant literature concerning the implementation of research mentorship in undergraduate nursing education was searched across CNKI，Wanfang Data，VIP，Web of Science，PubMed，Embase，CINAHL，Scopus，Google Scholar. The search period was from database inception to September 30，2025. Results A total of 25 studies were included. The selection criteria for research mentors varied. Research mentorship models included one-on-one mentorship，college-clinical dual mentorship，and research team mentorship. Differences also existed in the timing，scenarios，content，frequency，evaluation indicators，and evaluation methods of research mentorship programs. Conclusion Future research mentor selection should be rationally standardize mentor selection and choose appropriate models based on existing educational resources. The timing，scenarios，content，and frequency of research mentorship programs should follow the cognitive development patterns of undergraduate nursing students，and a multidimensional evaluation system and tools should be established to assess teaching effectiveness.