Table of Content

15 October 2026, Volume 23 Issue 10 Previous Issue   

Teacher Professional Development

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Development model for nursing faculty under the Double First-Class Initiative：construction and practice WANG Honghong, HOU Yuyang, LIU Zina, SUN Mei, GUO Jia, GU Can, CHEN Junxiang 2026, 23 (10):  1157-1162.  doi: 10.3761/j.issn.1672-9234.2026.10.001 Abstract ( 99 )   HTML ( 0 )   PDF (1165KB) ( 1 )   Save References | Related Articles | Metrics The Double First-Class Initiative emphasizes the high-quality development of academic disciplines，the cultivation of outstanding and innovative talents，enhancement of scientific research innovation capacity，strengthening of social service capacity，and expansion of international influence，thereby placing systematic demands on nursing faculty competencies in teaching，clinical practice，research，knowledge translation，and international collaboration. This paper systematically elaborates on the five-dimensional faculty development model constructed by the Xiangya School of Nursing at Central South University，which integrates teaching and discipline development，clinical practice，scientific research，industry engagement，and international collaboration. It details the construction logic，core implementation strategies，and practical outcomes of this model. The paper also analyzes the practical difficulties during the implementation process and future optimization directions. The paper aims to provide a reference for faculty training reform in higher nursing institutions in China，thereby facilitating the intensive development of the nursing discipline and the cultivation of innovative nursing professionals.

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Practice and reflection on faculty team construction of the National First-class Undergraduate Major in midwifery XIAO Lin, LUO Chenling, ZHAO Yang, SHI Lei, ZHAI Jinguo, LIU Huan, ZHANG Lili 2026, 23 (10):  1163-1167.  doi: 10.3761/j.issn.1672-9234.2026.10.002 Abstract ( 62 )   HTML ( 0 )   PDF (1016KB) ( 2 )   Save References | Related Articles | Metrics Promoted by the Department of Maternal and Child Health of the National Health Commission of the National Health Council and the “First-class Undergraduate Program” initiative of the Ministry of Education，the midwifery major in China—dedicated to ensuring maternal and infant safety and improving birth population quality—has encountered unprecedented development opportunities. The quality of the faculty directly determines the effectiveness of talent cultivation and professional advancement. Taking the first National First-class Undergraduate Program in midwifery in China—the School of Nursing，Southern Medical University—as an example，this paper summarizes the valuable experience in faculty development，identifies the common challenges currently faced，and proposes future directions. It aims to provide a reference for peer institutions in cultivating midwifery faculty and jointly promoting the high-quality development of midwifery higher education in China.

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Construction and practical pathway of career growth system for nursing faculty at local medical universities WANG Dan, CHE Yajie, ZHAO Xuerong, XU Yuezhen, XIA Huiling, YAN Ping 2026, 23 (10):  1168-1172.  doi: 10.3761/j.issn.1672-9234.2026.10.003 Abstract ( 64 )   HTML ( 0 )   PDF (1194KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To meet the requirements of cultivating high-quality teaching staff in the new era，this study targets the development positioning of borderland local medical universities and addresses the bottlenecks restricting the career development of nursing teachers. A long-term cultivation pathway tailored to the career growth of nursing faculty in local universities was constructed and put into practice. Methods Fulltime nursing faculty at the School of Nursing of Xinjiang Medical University were selected as participants. Through literature review，the integrative model of personal growth was adopted as the theoretical framework. To align with the career development patterns and individualized growth needs of nursing teachers，a threetiered progressive and systematic cultivation pathway of “building foundations，strengthening core competencies，and activating vitality” was developed，following expert validation and revision across multiple disciplinary fields. Faculty cultivation was implemented hierarchically from four dimensions，namely autonomy，competence，relatedness and thriving at work. Results The cultivation pathway has been implemented since 2017 and gradually optimized the echelon structure of full-time nursing faculty. By 2025，the proportion of teachers with doctoral degrees had increased to 37%. Cumulatively，faculty has secured 83 scientific research projects and 65 teaching reform projects，published 80 teaching reform papers，and won teaching competition awards on 59 occasions. A total of 56 teachers delivered oral presentations or poster exhibitions at domestic and international academic conferences，and supervised 127 innovative training projects for college students. The pass rate of teachers’ professional ethics assessment reached 100%. Conclusion The career growth cultivation pathway designed for nursing teachers in local medical universities has achieved tangible outcomes，which can provide practical references for nursing faculty development in similar institutions.

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Analysis of the compatibility of the evaluation system for teaching and educational competencies of undergraduate clinical nursing faculty within the context of “New Medical Education” XIE Chenxi, TAN Lingling, TANG Yinliang, XU Yuedan, GONG Jie, LÜ Juyuan, JIAO Li’e 2026, 23 (10):  1173-1179.  doi: 10.3761/j.issn.1672-9234.2026.10.004 Abstract ( 52 )   HTML ( 0 )   PDF (1179KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To analyze the adaptability of the teaching ability evaluation system for undergraduate clinical nursing teachers in the context of New Medical Education and to propose optimization strategies. Methods A systematic search was conducted in CNKI，Wanfang Data，VIP，Web of Science，PubMed，and CINAHL from database inception to December 31，2025. Evaluation indicators were extracted and standardized from the included literature. Cluster analysis and co-occurrence analysis were employed to reveal the dimensional structure and temporal evolution characteristics of the evaluation systems，and adaptability analysis was conducted based on the core requirements of New Medical Education. Results A total of 52 papers were included（31 before and 21 after the proposal of the New Medical Education）. A total of 904 evaluation indicators were extracted and consolidated into 55 standardized terms through synonym merging，which were categorized into five core dimensions：teaching implementation ability，clinical practice ability，research and innovation ability，communication and management ability，and professional literacy. Co-occurrence network analysis revealed 47 nodes in the pre-proposal period and 41 nodes in the post-proposal period，indicating that research topics tended to be more focused. Adaptability analysis showed that among the 440 pairings of 55 terms with 8 core requirements of New Medical Education，only 99 pairs（22.5%） demonstrated meaningful associations. The coverage rate for competency-based orientation was 100%，while those for interdisciplinary integration（6.1%），information technology and intelligent medical education（5.6%），and life-cycle health services（1.6%） remained notably low. Conclusion The current evaluation system exhibits structural mismatches with the core requirements of New Medical Education，particularly in interdisciplinary integration and life-cycle health services. Future optimization should focus on three aspects：dimensional structure，evaluation orientation，and dynamic update mechanisms.

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A survey on the identification ability of vocational college nursing teachers for students’ AI tool misuse in subjective questions CHEN Dong, PAN Yanyan, ZHANG Yuhuan, XIN Bo, WANG Lei, YU Haizhen, YANG Lida 2026, 23 (10):  1180-1185.  doi: 10.3761/j.issn.1672-9234.2026.10.005 Abstract ( 58 )   HTML ( 0 )   PDF (1188KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the current situation and influencing factors of the ability of nursing teachers in vocational education to identify AI-assisted plagiarism in subjective questions of nursing students，and to provide reference for the implementation of targeted intervention. Methods A survey was conducted on 276 vocational education nursing teachers using a general information questionnaire，the AI Literacy Scale，and an AI tools plagiarism identification ability test for subjective questions of nursing students. Results The total score of AI tools plagiarism identification ability of vocational nursing teachers on subjective questions of nursing students was 16.00（12.25，18.75）. Generalized linear model analysis revealed that teachers’ professional title，whether they had participated in AI-related training or lectures，frequency of daily application of AI tools，and teachers’ AI literacy were identified as influencing factors of the ability（P<0.05）. Conclusion Schools or relevant entities should pay attention to vocational nursing teachers’ ability to identify AI tools plagiarism in students’ subjective questions. Targeted strategies to enhance this ability may include providing AI-related training or lectures based on teachers’ professional titles，encouraging more frequent use of AI tools in daily practice，and improving teachers’ AI literacy.

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Professional development of nursing teachers in Finnish vocational education：characteristics and implications YU Xiaoyi 2026, 23 (10):  1186-1191.  doi: 10.3761/j.issn.1672-9234.2026.10.006 Abstract ( 59 )   HTML ( 0 )   PDF (869KB) ( 3 )   Save References | Related Articles | Metrics Objective To examine the professional development of nursing teachers in Finnish vocational education and explore its implications for China’s dual-qualified nursing teacher workforce. Methods A narrative review and thematic analysis were conducted based on English-language studies on the professional development of nursing teachers in Finnish vocational education and Chinese-language studies on the development of China’s dual-qualified nursing teachers. The analysis focused on four aspects： foundational entry competence，support for professional development，practical teaching collaboration，and the development of digital and cultural competence. Results The professional development of Finnish nursing teachers is characterized by integrated entry competence，sustained developmental support，embedded practical teaching collaboration，and the continuous expansion of digital and cultural competence. Conclusion The Finnish experience suggests that nursing teacher professional development results from the synergistic interaction of professional background，practical experience，teacher education，lifelong learning，and changes in the educational environment. China may strengthen its dual-qualified teacher workforce by adopting a competence-oriented approach，providing sustained support，enhancing practical collaboration，and expanding digital and cultural competence.

Discipline Development and Professional Construction

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Construction and practice of a collaborative training model for nursing technical and skilled talents：a general-vocational education integration CONG Li, ZHOU Hua, ZHU Yimin, WANG Weihong, HE Pingping, MI Qi, LI Yufei 2026, 23 (10):  1192-1196.  doi: 10.3761/j.issn.1672-9234.2026.10.007 Abstract ( 42 )   HTML ( 0 )   PDF (918KB) ( 1 )   Save References | Related Articles | Metrics To implement the requirements for the high-quality development of vocational education in the new era and break the bottlenecks in the cultivation of undergraduate-level nursing technical and skilled talents，Hunan Normal University and Changde Vocational Technical College have carried out a practice for nursing collaborative education of “Chuyi Craftsman Program” in the form of “4+0” joint training mode. Focusing on challenges such as the absence of professional paradigm integrating vocational and general education，lagging digital transformation，and inadequate sense of belonging among students，a specialized education and teaching committee was established. A collaborative education mechanism with clearly defined rights，responsibilities，and interests was developed，the practical logic of smart teaching was optimized，and the foundation for students’ psychological growth was consolidated. This has resulted in a new model for cultivating highquality nursing technical and skilled talents，providing a reference for the modern nursing education system and the development of regional comprehensive health industry.

Curriculum, Teaching Materials, Teaching Methods

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Curriculum development and teaching practice of a Hospice Care course from the perspective of micro-specialty TIAN Li, CHEN Qian, LI Langjuan, PENG Mengyun, JI Juan, LI Huiling 2026, 23 (10):  1197-1200.  doi: 10.3761/j.issn.1672-9234.2026.10.008 Abstract ( 56 )   HTML ( 0 )   PDF (676KB) ( 1 )   Save References | Related Articles | Metrics Objective To develop Hospice Care course under the Micro-Specialty platform and to explore a new talent cultivation model. Methods A Hospice Care course was offered under the micro-specialty program of “Lifecycle Health Management”，consisting of two components：online theoretical learning through Massive Open Online Course（MOOC） and offline workshop practice. Teaching effectiveness was evaluated through both formative and summative assessments. Results A total of 18 nursing undergraduates of Soochow University enrolled in the course，the average online score was 92.34±2.63，and the pass rate of the offline practical skills assessments remained above 95%. The majority of students demonstrated strong willingness to pursue careers in hospice care and professional identity. The course had established a stable delivery mechanism and the online teaching resources had been extended to 14 universities，with 861 nursing undergraduates completing the online theoretical courses. Conclusion The development of the Hospice Care courses under the micro-specialization perspective has achieved preliminary results. However，further optimization of the curriculum structure and clinical placement arrangements is needed to better align with students’ developmental needs and workforce demands.

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Course reform and effect evaluation of Human Anatomy for undergraduate nursing majors WANG Yiying, ZHANG Xiaozhu, FAN Kerui, RAN Jianhua, LIU Yuanjie, GAN Shengwei, HUANG Juan, XIE Shiqi, SHENG Huajun, ZHU Shujuan 2026, 23 (10):  1201-1207.  doi: 10.3761/j.issn.1672-9234.2026.10.009 Abstract ( 49 )   HTML ( 0 )   PDF (1235KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To evaluate the reform effect of the Human Anatomy course for undergraduate nursing students. Methods A total of 212 nursing undergraduate from two classes of Grade 2023 at a medical university in Chongqing were conveniently selected as participants. Taking classes as units，the students were randomly assigned to the experimental group（n=106） and the control group（n=106）. In three chapters of the Human Anatomy course，the experimental group received multidimensional collaborative innovative teaching，including lectures delivered by teachers with dual backgrounds in nursing and basic medicine，integration of core nursing professional knowledge into teaching content，further adoption of student-centered teaching modes and methods，and development of the course knowledge graph. The control group received conventional teaching. The reform effect was evaluated by pre- and post-study knowledge tests for both groups，as well as questionnaires on learning satisfaction，learning engagement and professional identity administered upon course completion. Results After the intervention，the knowledge test scores of the experimental group were significantly higher than those of the control group，and their satisfaction with the detailed design of the teaching process was also significantly higher（both P<0.05）. However，no statistically significant differences were found between the two groups in learning engagement or professional identity scores after the course（P>0.05）. Conclusion The reform can improve undergraduate nursing students’ mastery of course knowledge and their recognition of teaching design. Nevertheless，its effects on students’ learning engagement and professional identity remain to be further verified.

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Development and effectiveness of an AI-enabled course in Evidence-Based Nursing CHEN Qirong, ZHAO Shuang, ZHANG Junru, SUN Mei, CHEN Jiarui, HUANG Xiaoting, GUO Jia 2026, 23 (10):  1208-1214.  doi: 10.3761/j.issn.1672-9234.2026.10.010 Abstract ( 71 )   HTML ( 0 )   PDF (1137KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To develop an artificial intelligence（AI）-enabled course in “Evidence-Based Nursing：Theory and Practice” and explore its preliminary operational effectiveness. Methods Following a hierarchical teaching content system of “general knowledge points + enhanced knowledge points”，a course knowledge graph was constructed. On this basis，problem chains，competency goals，and ideological and political education were integrated，along with teaching resources such as micro-lecture videos and AI teaching assistants，to build a platform for the AI-enabled course of “Evidence-Based Nursing：Theory and Practice”. Using convenience sampling，all 188 nursing master’s students of the class of 2025 from a university were selected as participants and received a blended teaching approach of “pre-class knowledge graph-guided learning，in-class reinforcement of key and difficult points together with project-based seminar，post-class consolidation via AI practical assignments”. Teaching effectiveness was evaluated through students’ learning behavior data and overall course grades performance. Results The course knowledge graph included 172 nodes and 184 associated resources，including 41 videos（totaling 391 minutes），73 documents，and 70 test questions. Taking academic nursing master’s students（n=64） as an example，the task completion rate was 93.8%，the mean video viewing time was 317 minutes，and the median overall course grade was 91.00 points. Conclusion The construction and operation of the AI-enabled course of “Evidence-Based Nursing：Theory and Practice” help ensure students’ active engagement in online learning，facilitate mastery of evidence-based nursing knowledge，and provide practical references for the digital development of nursing graduate methodology courses.

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Application of blended teaching integrated with virtual simulation technology in Fundamental Gerontological Nursing course GAO Congli, JING Kunjuan 2026, 23 (10):  1215-1221.  doi: 10.3761/j.issn.1672-9234.2026.10.011 Abstract ( 71 )   HTML ( 0 )   PDF (1001KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effect of blended teaching integrated with virtual simulation technology in the Fundamentals Gerontological Nursing course. Methods Students majoring in Nursing（gerontology-oriented） from Grade 2022 and Grade 2023 at an undergraduate-level vocational college were selected as participants. Forty-two students from Grade 2023 were assigned to the experimental group and received blended teaching integrated with virtual simulation technology（including virtual reality and augmented reality）. Forty-five students from Grade 2022 were assigned to the control group and received traditional teaching. Teaching effectiveness was evaluated by analyzing changes in theoretical knowledge and practical skill assessments score at the end of the course and 8 weeks after course completion，comparing the scores of clinical reasoning and reflective ability as well as self-directed learning ability between the two groups before the course，at the end of the course and 8 weeks after course completion，and assessing teaching satisfaction of the two groups at the end of the course. Results At the end of the course and 8 weeks after course completion，the experimental group obtained higher scores in theoretical knowledge and practical skill assessments than the control group（P<0.001）. The interaction effect of time and group on the scores of clinical reasoning and reflective ability as well as self-directed learning ability was statistically significant in both groups before the course，at the end of the course，and 8 weeks after course completion（P<0.001）；the experimental group achieved higher scores for all the abovementioned evaluation indicators than the control group at the end of the course and 8 weeks after course completion（P<0.001）. The experimental group reported higher teaching satisfaction than the control group（P<0.05）. Conclusion The blended teaching integrated with virtual simulation technology can improve students’ theoretical knowledge，practical skills，clinical reasoning and reflective abilities，and self-directed learning ability，with high satisfaction. This study provides empirical evidence for the teaching optimization of gerontological nursing-related courses.

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Construction and application of knowledge graph in the Surgical Nursing course ZENG Fenlian, CHEN Yiwei, HU Boyun, CHEN Yiman, CHEN Shuozhen, SHAO Xing 2026, 23 (10):  1222-1228.  doi: 10.3761/j.issn.1672-9234.2026.10.012 Abstract ( 52 )   HTML ( 0 )   PDF (1848KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To develop a knowledge graph for the Surgical Nursing course and evaluate its application effects in teaching among undergraduate nursing students. Methods A top-down approach was adopted to construct the knowledge graph for the Surgical Nursing course. From September 2025 to January 2026，a convenience sampling method was used to select 279 undergraduate nursing students from Grade 2023 in our university as participants for teaching intervention with the constructed knowledge graph for the Surgical Nursing course. The teaching effect of integrating the knowledge graph was comprehensively evaluated through students’ learning data on the knowledge graph up to one week after the course completion，changes in students’ online learning readiness before and after the course，and analysis of focus group interviews with 40 students after the course. Results The knowledge graph for the Surgical Nursing course contained a total of 1 069 knowledge nodes，integrating 167 videos，659 documents，and 4 580 test questions. The students’ autonomous participation rate was 100%，with an average total learning duration of knowledge points per-student of 30.43 h. The average knowledge point completion rate and mastery rate were 98.09% and 86.30%，respectively. After the course，students’ total online learning readiness score and the scores in the three dimensions of learner control，autonomous learning，and learning motivation were significantly higher than those before the course （P<0.05）. Three themes were extracted，namely the teaching value of the course knowledge graph，factors influencing the use of the course knowledge graph，and urgent improvements needed for the course knowledge graph and its platform. Conclusion Nursing undergraduates demonstrate positive initiative in learning the knowledge graph for the Surgical Nursing course. Its application can guarantee the learning effectiveness and efficiency of course-related knowledge，improve students’ online learning readiness，and deliver favorable value in empowering teaching.

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Application and effect of educational tabletop games in undergraduate Nursing Psychology courses RONG Li, CHEN Jieling, JIN Shangyi, CHEN Peixiang, ZHANG Mei 2026, 23 (10):  1229-1235.  doi: 10.3761/j.issn.1672-9234.2026.10.013 Abstract ( 72 )   HTML ( 0 )   PDF (1581KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effects of teaching-oriented tabletop games in the undergraduate Nursing Psychology course. Methods A convenience sampling was adopted to recruit nursing undergraduates from two classes of Grade 2022 in the School of Nursing and Health at a university in Guangzhou. They were randomly divided into an experimental group（n=40） and a control group（n=40） by class using a lottery method. In the chapters of “Overview of Patients’ Psychology” and “Patients’ Psychological Needs and Psychological Reactions”，the experimental group received teaching integrated with educational tabletop games（including the “Diagnosis and Treatment Challenge” board game and the “Mind Tracking” card game），whereas the control group received conventional teaching. Upon completion of the two-chapter teaching，theoretical assessment and humanistic care competence evaluation were conducted for both groups. Results The theoretical assessment score of the experimental group was（10.83±1.80），which was significantly higher than that （9.55±1.82） of the control group（t=3.149，P=0.002）. The total score and dimension-specific scores of humanistic care competence in the experimental group were significantly higher than those in the control group（P<0.05）. Conclusion Teaching-oriented tabletop games can effectively improve nursing undergraduates’ mastery of theoretical knowledge in Nursing Psychology and facilitate the cultivation of their humanistic care competence to a certain extent. It is worthy of promotion and application in teaching for nursing majors.

Ideological and Political Education and Quality Education

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Effectiveness of a “Multi-dimensional Longitudinal” training model for cultivating scientific research innovation capability among nursing undergraduates GUO Yahong, NING Yanhua, LI Xinjin, YANG Cailing, SHI Jing, KONG Weijuan, LI Meiman 2026, 23 (10):  1236-1241.  doi: 10.3761/j.issn.1672-9234.2026.10.014 Abstract ( 61 )   HTML ( 0 )   PDF (1137KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Against the background of the “Double-First-Class” initiative，addressing the systemic and practical deficiencies in the cultivation of research and innovation competence among nursing undergraduates in China，this study constructs a “multi-dimensional longitudinal” training model for research innovation capabilities in nursing undergraduates based on the competency based education philosophy. The model adopts a grade-based progression to design tiered training objectives and contents，integrates in-class and out-of-class training carriers，and develops diversified and comprehensive practical activities through a matrix framework. Practice has shown that this model significantly improves students’ research innovation capabilities and can provide a reference for the cultivation of undergraduate research innovation capabilities in nursing institutions.

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Research on the design and application of narrative case-based ideological and political teaching in Emergency and Critical Care Nursing course WANG Min, LI Xiping 2026, 23 (10):  1242-1247.  doi: 10.3761/j.issn.1672-9234.2026.10.015 Abstract ( 57 )   HTML ( 0 )   PDF (995KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To design and explore the application effects of a narrative case-based ideological and political teaching approach in the Emergency and Critical Care Nursing course. Methods Fifteen narrative cases integrating ideological and political elements were developed for Emergency and Critical Care Nursing. Two classes were randomly divided into an experimental group（n=48） and a control group（n=47）. The experimental group applied narrative cases through a small private online course（SPOC） combined with BOPPPS （bridge-in，objective，pre-assessment，participatory learning，post-assessment，and summary），while the control group used conventional teaching cases through a general learning platform combined with lecture-based instruction. Interviews were conducted with 22 students（11 from each group） and four instructors，and teaching effectiveness was evaluated based on course scores. Results Three themes were extracted from the interviews：narrative cases enhanced students’ sense of immersion and emotional resonance；they facilitated the development of integrated technical-ethical-humanistic thinking；and classroom interaction was more active within the comprehensive intervention context，although the approach placed higher demands on instructors. The experimental group achieved higher course grades than the control group（P<0.001）. Conclusion Interview data suggest that narrative features such as complete storylines，character emotions，and value conflicts may contribute to emotional resonance and integrated technical-ethical-humanistic thinking. The SPOC+BOPPPS integrated teaching approach based on narrative cases yields better teaching outcomes.

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Current status and influencing factors of ethical decision-making ability among undergraduate nursing students in Macao WANG Siyuan, LUO Zhimin 2026, 23 (10):  1248-1253.  doi: 10.3761/j.issn.1672-9234.2026.10.016 Abstract ( 49 )   HTML ( 0 )   PDF (956KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the current status of ethical decision-making ability among undergraduate nursing students in Macao and explore its influencing factors. Methods A cross-sectional study design was adopted. From December 2025 to February 2026，113 fulltime undergraduate nursing students（years 2 to 4） at two higher education institutions in Macao were selected as the participants using quota sampling. An anonymous questionnaire survey was conducted using a self-made general information questionnaire and the locally adapted Ethical Decision-making Ability Scale. Results A total of 103 valid questionnaires were recovered. The total score of ethical decision-making competency among 103 nursing undergraduates was（117.96±8.08），with a Percentage of Maximum Possible（POMP） score of 80.3%. Each dimension was ranked in descending order of POMP value：ethical behavior（84.4%），ethical intention（83.3%），ethical judgment（79.2%），ethical sensitivity（75.0%）. Multiple linear regression analysis showed that language ability，frequency of cross-cultural experience，and cultural-background diversity were positively associated with ethical decision-making ability（all P<0.05），jointly explaining 31.0% of the variance. Conclusion The ethical decision-making ability among undergraduate nursing students in Macao is at a relatively high level；however，ethical judgment and sensitivity are comparatively weaker. Cross-cultural factors are important correlates of ethical decision-making ability. It is recommended that schools and clinical teaching bases construct a differentiated ethical education system that integrates multicultural contexts and language communication training，with a focus on strengthening the cultivation of ethical sensitivity and judgment dimensions.

Career Growth and Development

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Development and preliminary feasibility study of a patient safety competency training program for junior orthopedics nurses ZHAO Shuliang, WEI Beibei, ZHANG Jinhai, ZHANG Xiaoyan, DONG Ya’nan, ZHANG Lingzhi 2026, 23 (10):  1254-1259.  doi: 10.3761/j.issn.1672-9234.2026.10.017 Abstract ( 75 )   HTML ( 1 )   PDF (968KB) ( 4 )   Save Figures and Tables | References | Related Articles | Metrics Objective To develop a patient safety competency training program for junior orthopedic nurses and conduct a preliminary feasibility evaluation. Methods A patient safety competency training program for junior orthopedic nurses was developed based on literature review，qualitative interviews，and Delphi expert consultation. From January 2025 to June 2025，20 junior nurses from the orthopedic department of a tertiary hospital in Shandong Province were recruited to conduct a preliminary feasibility verification of the training program. Results The effective response rates of the two rounds of expert consultation questionnaires were both 100%. The expert authority coefficients were 0.90 and 0.94，respectively；the coefficients of variation were 0.103 and 0.108，respectively；and the Kendall’s coefficients of concordance were 0.391 and 0.186，respectively（all P<0.05），indicating good consistency among expert opinions. The preliminary clinical verification showed that the total score of patient safety competency among junior orthopedic nurses was（145.30±17.23），the score of cognition and attitude toward adverse event reporting was（79.75±7.49），and 14 nurses experienced no adverse events. Conclusion The patient safety competency training program for junior orthopedic nurses developed in this study demonstrated preliminary scientificity and feasibility，and may provide a reference for patient safety training of junior orthopedic nurses.

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Impact of occupational capital on job burnout among operating room nurses based on the Conservation of Resources theory：the chain mediating roles of emotional labor and job crafting ZHANG Shuli, CHEN Yali, CHANG Mingyu, ZHOU Bingqian, LI Ling, LIU Hui, NIU Yuxin 2026, 23 (10):  1260-1266.  doi: 10.3761/j.issn.1672-9234.2026.10.018 Abstract ( 56 )   HTML ( 0 )   PDF (1046KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the chain mediating roles of emotional labor and job crafting between occupational capital and job burnout among operating room nurses based on the Conservation of Resources theory，and to provide a basis for targeted interventions. Methods Using convenience sampling，a total of 276 nurses from the operating rooms of three Grade A tertiary hospitals in Zhengzhou were selected as participants. They were surveyed using a general information questionnaire，the Occupational Capital Scale，the Nurse Emotional Labor Scale，the Job Crafting Scale，and the Job Burnout Scale. A mediation effect analysis was conducted. Results A total of 297 questionnaires were distributed，and 276 valid questionnaires were collected，yielding an effective response rate of 92.93%. The results of multiple linear regression analysis indicated that years of work experience，average weekly working hours，occupational capital，emotional labor，and job crafting were influencing factors of job burnout among operating room nurses（P<0.05）. Path analysis results showed that the direct effect of occupational capital on job burnout was -0.222. Both emotional labor and job crafting played partial mediating roles between occupational capital and job burnout，with mediation effect values of -0.112 and -0.220，respectively. The continuous path of the two variables exhibited a chain mediating effect，accounting for 65.37% of the total effect. Conclusion Occupational capital can directly affect job burnout among operating room nurses or indirectly through emotional labor and job crafting. Nursing managers should，from the perspective of the Conservation of Resources theory，focus on the accumulation of occupational capital among operating room nurses and explore ways to foster positive emotional labor and job crafting behaviors，thereby further reducing their level of job burnout.

Review

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Research progress on the application of role modeling in cultivating humanistic care competence among nursing students DONG Qian, ZHAO Huinan 2026, 23 (10):  1267-1271.  doi: 10.3761/j.issn.1672-9234.2026.10.019 Abstract ( 66 )   HTML ( 0 )   PDF (730KB) ( 1 )   Save References | Related Articles | Metrics Humanistic care competence is a core professional quality for nurses，and its systematic cultivation during the educational stage is a critical issue in nursing education. Role modeling refers to the educational process of conveying professional attitudes and values to learners through observable behaviors. This paper systematically reviews the research progress on the use of role models in humanistic care education for nursing students. By summarizing the theoretical bases and mechanisms of action underlying these interventions，the review outlines their application methods，processes，and outcomes. Furthermore，it synthesizes quantitative evaluation tools for assessing the quality of role modeling，analyzes current research limitations，and proposes future development directions. Ultimately，this review aims to provide a reference for the standardized application of role modeling in nursing humanistic education.

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Interventions for kinesiophobia in patients with heart diseases：a scoping review GAO Hui, ZHANG Xianyu, DING Yiqi, YU Mingming 2026, 23 (10):  1272-1280.  doi: 10.3761/j.issn.1672-9234.2026.10.020 Abstract ( 91 )   HTML ( 0 )   PDF (1281KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To conduct a scoping review of the current interventions for kinesiophobia in patients with heart disease，and to provide evidence for future research and clinical practice. Methods A literature search was conducted in 9 databases including CNKI，Wanfang Data，Web of Science，PubMed，The Cochrane Library，Embase，Scopus，CINAHL plus，and PsycINFO from their inception to November 30，2025. Data were independently screened and extracted by two researchers. Results A total of 29 articles were included with 16 randomized controlled trials and 13 quasi-experimental studies. Participants in majority of the studies were patients after percutaneous coronary intervention. The forms of intervention delivery included online，offline，and hybrid methods. The intervention components included cognitive intervention，emotional intervention，behavioral intervention，and social support intervention. Most studies adopted at least two components. The interventions were mostly delivered by multidisciplinary teams and implemented across settings including wards，outpatient clinics，and homebased settings. The results of most studies showed that the kinesiophobia level was significantly decreased after the intervention. In addition，cardiopulmonary function indicators and psychological status were also improved. Conclusion Intervention for kinesiophobia in patients with heart diseases has multiple components and diverse doses. The effect of the inventions on kinesiophobia was confirmed by most studies while consistent conclusion cannot be obtained. Future studies can further expand the sample size，optimize the research design，and increase the length of follow-up to improve the research quality and provide stronger evidence and support for cardiac rehabilitation.