The construction effects analysis of "Trinity" medical nursing practice teaching system

Objective To explore the effects of Trinity medical nursing practice teaching system on core competence of nursing students. Methods We utilized sampling method to select 280 undergraduate students of 2010 grade which was divided into experimental group ( Trinity medical nursing practice teaching system) and control group (traditional practice teaching method). After the course, we compared the examination scores of 'Medical Nursing’, self-assessment of nursing students, and feedback of doctors and teachers from interning departments. Results In the experimental group, the theory and skill scores of 'Medical Nursing’ were (82.5±6.5) and (83.6±7.2) that all were higher than those of the control group (t=8.26, 7.67; P<0.01); the nursing students of experimental group was better than that of the control group at aspects of self-assessment and feedback of doctors and teachers from interning departments (P<0.05). Conclusions The Trinity medical nursing practice teaching system can optimize instructional resources and promote the core competence of nursing students. Key words: Medicine, nursing; Nursing practice model; Core competence