Abstract:

Addressing the challenges in traditional medical nursing education，including fragmented clinical thinking，inadequate intuitive response，and insufficient decision-making reflection and self-correction，this study proposes the “Intuition-Analysis-Metacognitive Monitoring” three-module collaborative training model based on dual-system theory from cognitive science. This model systematically enhances clinical decision-making ability through three pathways. At the module 1 level of intuition training，frequent high-pressure training using virtual simulation and highly realistic scenario-based simulations facilitates the transformation of declarative knowledge into procedural intuition. At the module 2 level of analysis and reasoning，structured designs incorporating knowledge graphs，AI-powered diagnostic agents，and developmental case studies strengthen students’ logical inference and evidence integration skills. At the module 3 metacognitive monitoring level，a three-stage debriefing process involving intergroup debates and guided feedback enables social calibration of implicit thought processes. Practice has shown that this model has achieved phased effectiveness in supporting student development，teacher professional growth，and outcome dissemination. The course has been accredited as a provincial-level top-tier blended course，and the teaching team won second prize in the National University Teaching Innovation Competition.

Key words: Internal Medicine Nursing, Teaching Model, Dual System Theory, Clinical Thinking, Decision-making Ability