Effect of experiential "Learning-Thinking-Expressing" teaching on the post competency of emergency nursing interns

Li Ying; Jiang Wei; Zhu Ju; Liu Di; Li-Yang Yujing; Chen Wenbing

doi:10.3760/cma.j.cn116021-20250203-02060

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Effect of experiential "Learning-Thinking-Expressing" teaching on the post competency of emergency nursing interns

Nursing Education Study | 更新时间：2026-03-24

- Effect of experiential "Learning-Thinking-Expressing" teaching on the post competency of emergency nursing interns
- Chinese Journal of Medical Education Research Vol. 25, Issue 3, Pages: 332-339(2026)
- 作者机构：
  
  华中科技大学同济医学院附属武汉中心医院急诊科，武汉 430014
- 作者简介：
  
  Jiang Wei, Email: 149437891@qq.com
- 基金信息：
  
  Major Project of the 2021 Municipal Higher Education Teaching Research Initiative(2021007)
- DOI：10.3760/cma.j.cn116021-20250203-02060
  CLC： R47;R-4;R-05
- Received：03 February 2025，
  
  Published：20 March 2026
- 稿件说明：
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李应, 蒋伟, 朱聚, 等. 体验式“学思达”教学对急诊护理实习生岗位胜任力的影响[J]. 中华医学教育探索杂志, 2026, 25(3): 332-339.

Li Ying, Jiang Wei, Zhu Ju, et al. Effect of experiential "Learning-Thinking-Expressing" teaching on the post competency of emergency nursing interns[J]. Chinese Journal of Medical Education Research, 2026, 25(3): 332-339.
李应, 蒋伟, 朱聚, 等. 体验式“学思达”教学对急诊护理实习生岗位胜任力的影响[J]. 中华医学教育探索杂志, 2026, 25(3): 332-339. DOI： 10.3760/cma.j.cn116021-20250203-02060.

Li Ying, Jiang Wei, Zhu Ju, et al. Effect of experiential "Learning-Thinking-Expressing" teaching on the post competency of emergency nursing interns[J]. Chinese Journal of Medical Education Research, 2026, 25(3): 332-339. DOI： 10.3760/cma.j.cn116021-20250203-02060.

摘要

目的

探讨体验式“学思达”教学模式在提高急诊科护理实习生理论考核成绩、临床操作技能及岗位胜任力方面的有效性。

方法

采用准实验研究设计，选取2023年7月至12月华中科技大学同济医学院附属武汉中心医院急诊科90名实习护生作为研究对象。根据入科月份的奇偶数，将参与者分为教改组（奇数月，

=45）和传统教学组（偶数月，

=45）。教改组实施体验式“学思达”教学，传统教学组则沿用传统带教模式。采用理论考试、操作考核及实习护生岗位胜任力量表进行评估。数据分析采用独立样本

检验、卡方检验及多元线性回归（

=0.05）。

结果

教改组理论成绩[（89.42±5.37） vs. （78.61±6.85），

=8.93，

0.001

]

与岗位胜任力总分[（186.35±15.24） vs. （158.74±18.62），

=8.21，

0.001

]

显著高于传统教学组，操作成绩差异无统计学意义[（91.07±4.56） vs. （90.83±5.12），

=0.23，

=0.817

]

。教学模式对理论成绩（

=0.73，

0.01）和岗位胜任力总分（

=0.80，

0.001）均有显著正向预测作用。

结论

“学思达”联合体验式教学能有效提升急诊科护生理论水平与岗位胜任力，可作为传统临床带教的理论强化补充方案，但对操作技能提升的边际效应需结合分层评估进一步验证。

Abstract

Objective

To investigate the effect of experiential "Learning-Thinking-Expressing" teaching on the post competency of emergency nursing interns

and to evaluate its effectiveness in improving their theoretical knowledge scores

practical skill scores

and post competency.

Methods

A quasi-experimental design was adopted. Ninety nursing interns who trained in the Department of Emergency in a grade A tertiary hospital in Wuhan

China between July and December 2023 were recruited. Participants were allocated into either the intervention group (entry in odd months

=45) or

the control group (entry in even months

=45). The intervention group received an experiential "Learning-Thinking-Expressing" teaching model

while the control group received conventional teaching model. Theoretical examinations

practical skill assessments

and the Post Competency Scale for Nursing Interns were used for evaluation. Data were analyzed using independent samples

-test

chi-square test

and multiple linear regression (

=0.05).

Results

Compared to the control group

the intervention group demonstrated significantly higher theoretical score [(89.42±5.37) vs. (78.61±6.85)

=8.93

0.001

]

and total post competency score [(186.35±15.24) vs. (158.74±18.62)

=8.21

0.001

]

. No significant difference was observed in practical skill scores between the two groups [(91.07±4.56) vs. (90.83±5.12)

=0.23

=0.817

]

. Teaching mode was a significant positive predictor of both theoretical examination scores (

=0.73

0.01) and total post competency scores (

=0.80

0.001).

Conclusions

The teaching model integrating "Learning-Thinking-Expressing" and experience can effectively enhance theoretical knowledge and post competency among emergency nursing interns. It may serve as a theoretical supplement to traditional clinical teaching. However

its marginal effect on practical skill improvement requires further investigation through stratified evaluation.

关键词

Keywords

references

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