Construction and application of “organ-system-centered” undergraduate nursing professional training model

Abstract

Objective

The purpose of this study is to construct an organ system-centered undergraduate nursing professional training model and explore its application effect.

Methods

This study is divided into two steps. In the early stage, literature review and expert consultation were used to establish the training mode (curriculum and assessment standard) of nursing undergraduate specialty based on organ system reform. Secondly, a cross-sectional survey method was used to investigate the training quality of nursing students who graduated from Jinzhou Medical University from 2007 to 2017 under this model.

Results

A five-module curriculum system was established, including general courses, public basic courses, professional education courses, expanding elective courses and concentrated practical teaching. Under the teaching reform of organ system, the nursing graduates of Jinzhou Medical University, who are mainly employed in public hospitals, are generally not satisfied with their jobs, salaries, contents and prospects. Their overall satisfaction with their alma mater is very high; Graduates have certain independent core competence; Employers are basically satisfied with graduates.

Conclusion

The training mode of undergraduate nursing specialty based on organ system reform basically meets the training requirements and objectives.

Introduction

In 2020, “Guiding Opinions of General Office of the State Council on Accelerating the Innovative Development of Medical Education” [1] further emphasized: speeding up the basic and clinical integrated teaching reform based on organ system, researching and establishing the policy mechanism of ensuring medical students' clinical practice, strengthening the management of clinical practice process, and speeding up the ability-oriented reform of student examination and evaluation. Therefore, it has become an important trend of medical education reform to break the boundaries of disciplines and explore a new education and teaching model based on organ system and centered on disease. To carry out the teaching reform based on organ system, the core thread is to carry out the reform of talent training plan (teaching plan) on the basis of full investigation and demonstration.

Integrated medicine is to optimize the teaching content through the organic integration of disciplines, pay attention to cultivating medical students' holistic understanding of human health, improve their clinical practice ability [2, 3], and effectively promote the development of medical teaching and human health. Integrated medicine is the inevitable trend of the development of social medicine and human health. The integrated teaching mode of medical courses based on organ system is to teach according to different organs, and to integrate the original subjects according to the organ system of human body, so that the teaching content is gradually adjusted to courses such as nervous system, urinary system, respiratory system, circulatory system and digestive system [4]. The integration model of medical courses based on organ system can enable students to systematically complete the study of different organ medical knowledge, highlight the professionalism of clinical medicine, and integrate into the original subject content, which is of positive significance for cultivating professional medical talents in different clinical departments.

A scientific and reasonable curriculum model is conducive to the cultivation of students’ knowledge skills and practical skills, and can effectively promote students’ all-round development in ethics, intellect, physique, aesthetics and labor. At present, China’s nursing colleges still adopt a “discipline-centered” three-stage teaching model: basic medicine, clinical medicine and clinical practice [5]. This model is repetitive in content, poor in street connection, long in time span, high in forgetting rate, out of touch with clinic and incomplete in knowledge framework [6]. Moreover, the nursing model has changed from “disease-centered” to “patient-centered” and “human health-centered”, focusing on the holistic care of human body and mind, and emphasizing that psychological and social care is an important part of holistic nursing [7, 8]. Social aspects of care are an important part of holistic care, so the traditional curriculum model can no longer be adapted to undergraduate nursing education. The reform and development of the nursing curriculum model should meet the new needs brought about by the development of health care, conform to the current trend of educational reform, and be centered on the integration of the three aspects of the basic medical curriculum, the professional curriculum, and the comprehensive ability training curriculum.

The traditional “discipline-centered” medical education model has some problems [9,10,11,12], such as overlapping contents among disciplines, lack of links between disciplines, and disconnection between basic and clinical, which has gradually failed to meet the needs of modern higher medical education. At present, the “organ system-centered” curriculum model has been widely used in clinical medicine majors in medical colleges and universities all over the country. A large number of teaching reform research results showed that [13,14,15] this curriculum model is highly accepted by students and effectively improves the teaching quality. Compared with other models, it can solve the problems of knowledge fragmentation, lack of clinical practice ability, lack of interdisciplinary cooperation and lack of humanistic care in nursing education. By integrating multidisciplinary knowledge, strengthening clinical practice teaching and humanities education, this reform has provided strong support for cultivating comprehensive and high-quality nursing talents [16,17,18,19].

Methods

The model of nursing course centered on organ system was put into practice in 1996. It aims to improve the coherence and practicability of nursing education by integrating relevant medical knowledge and organizing teaching content around human organ system. However, due to the time needed for the popularization of this model and the preparation and feasibility of data collection, it was not until 2007 that relevant research data were collected to evaluate the teaching effect and influence of this model. This time difference reflects the natural process of teaching mode from initial implementation to wide acceptance, and then to becoming the focus of research.

In the model construction stage, we used the methods of literature review and expert consultation to construct the curriculum structure and assessment methods. In the practical application period, we used cross-sectional survey and designed questionnaires to collect some feedback from graduates trained in this model after graduation, including self-core competence evaluation, employment situation, employment prospects of this major, alma mater satisfaction, and evaluation feedback from alma mater and employers on the quality of talent training at alma mater.

Model construction

Mode construction method

When constructing the nursing teaching mode centered on organ system, the methods of literature review and expert consultation were adopted to ensure the scientific and practical teaching mode. First of all, through literature review, this paper systematically combs the relevant literature of organ system nursing teaching at home and abroad, and deeply understands the theoretical basis, practical experience and teaching effect of the teaching model, which provides strong theoretical support and practical reference for the construction of the teaching model. And in the process of construction, it refers to the advantages and essence of various teaching modes, such as system integration teaching mode, problem-oriented learning PBL mode, case learning CBL mode, participatory and inquiry teaching mode. Second, invite experts in the field of nursing education to consult and listen to their opinions and suggestions on the teaching mode of organ system nursing to ensure that the teaching mode meets the actual needs and future development trend of nursing education. Through the combination of these two methods, a nursing teaching model centered on organ system is constructed.

Introduction of institutions

Jinzhou Medical University, located in Jinzhou City, Liaoning Province, China, is a multi-disciplinary, multi-level and multi-school-running provincial ordinary college. In 1992, Jinzhou Medical College took the lead in carrying out the "organ system-centered" course model reform at the level of domestic clinical medicine specialty. In 1996, Jinzhou Medical College carried out the "organ system-centered" curriculum reform in nursing specialty at undergraduate level, which actively promoted the reform and innovation of nursing education.

Combining the course with digital information and communication technology

In the course of curriculum reform, we have used some digital technologies. For example, we used multimedia elements's interactive digital teaching material and 3D human body structure model to help students intuitively understand the structure and function of organ system. At the same time, using public online interactive learning platforms, such as Rain Class, can provide sharing functions of course materials, video lectures and other resources, and has online testing, discussion forums and other functions to promote students' autonomous learning and interactive communication. Finally, through big data, analyze students' learning situation and give feedback on teaching effect in time.

In order to ensure the effective application of these digital information and communication technologies, we should strengthen teachers' training, ensure that teachers master the relevant technology usage methods and apply them to teaching. At the same time, schools need to provide necessary equipment and network support to ensure that teachers and students can use these technologies for teaching and learning smoothly. Finally, textbooks and teaching resources should be updated regularly to keep consistent with the latest technological trends.

Application investigation of the model

Participants of study

The participants were nursing undergraduates who graduated from 2007 to 2017.

Questionnaire content

This stage is a cross-sectional study. On the basis of referring to relevant literature [20, 21], the questionnaire was designed by myself. (Supplement material 2 shows the survey questionnaire). The main contents of the questionnaire include employment results, perception of employment prospects of this major, satisfaction of alma mater, talent training of alma mater, self-core competence evaluation and feedback from employers. Self-core competence mainly includes clinical nursing ability, communication ability, critical thinking, scientific research and innovation ability, organization and management ability, self-development ability, health education ability, comprehensive evaluation and so on. Feedback from employers mainly investigates the satisfaction of employers' managers and graduates' leaders with graduates. The evaluation of the above contents was conducted after graduation.

Investigation method

In 2016, our college conducted a survey on graduates' graduation quality, with cluster sampling centered on graduates' work units, assisted by convenient sampling forms such as WeChat, QQ mailbox and telephone interview. After the informed consent, the respondents distributed questionnaires through various channels. For the employer's satisfaction feedback, the following steps were followed. First of all, send a satisfaction questionnaire (paper or electronic version) to employers, asking their views on the performance, skills, knowledge and attitude of our graduates. Second, in addition to the questionnaire survey, you can also communicate with employers by email, telephone interview or face-to-face interview. This way can provide more in-depth and personalized feedback, so that employers have the opportunity to explain their views on graduates in detail and answer possible questions. In the process of investigation, the employer's personal information is treated confidentially to ensure fairness, objectivity and accuracy.

Exclusion criteria of the questionnaires: (1) Incomplete answers: There are a large number of unanswered questions in the questionnaire, especially the lack of key questions or core variables, which makes it impossible to conduct effective analysis. (2) Obvious errors in answering: There are obvious logical errors or contradictions in answering. For example, two contradictory questions give opposite answers, or the answers are seriously inconsistent with common sense. (3) Regular answer: all or most questions in the questionnaire are answered with the same answer, or the answer has obvious regularity (such as continuous choice of the same option). (4) Repeated answer: the same questionnaire is filled by the same person many times, or there are a large number of questionnaires with similar contents. Questionnaires were distributed. Of the 237 respondents, 224 were recovered, with a recovery rate of 94.51%, of which 182 were valid, with an effective recovery rate of 81.25%.

Statistical analysis

SPSS 25.0 was used for statistical analysis. Counting data are expressed in relative numbers.

Results

Model construction

Training objective

Cultivate students with systematic nursing and related basic theories, basic knowledge and basic skills, with basic clinical nursing abilities and preliminary teaching, management and scientific research abilities, as well as generous knowledge of humanities and social sciences, good professional ethics and dedication, innovative spirit, social responsibility and lifelong learning ability, and have professional development potential, so as to become senior applied nursing professionals who can engage in nursing work in various medical and health care institutions.

Training requirements

Overall training requirements

Ideological and ethical standards Students should love the motherland, support the Communist Party of China (CPC)’s leadership and support the socialist system; Abide by the law, establish a scientific world outlook, outlook on life, values and socialist concept of honor and disgrace, and have good ideological and moral character, social responsibility and code of conduct; I love medical and health undertakings, and I am willing to fight for the development of Chinese medical undertakings and the physical and mental health of human beings for life.

Medical humanities and professional quality Have a broad foundation in humanities and social sciences, and understand the internal relationship between medicine and humanities and social sciences; Love medicine, cherish life, care for patients, and respect patients' personal beliefs, with humanitarian spirit and humanistic spirit of nursing, with good nursing ethics and communication skills between nurses and patients. Advocating science, seeking truth from facts, practicing medicine according to law, has the professional spirit of lifelong learning, continuous innovation, teamwork, scientific analysis and criticism. Supplement material 1 shows the nursing humanistic quality training plan.

Physical and mental quality Understand the basic knowledge of physical education and military affairs, master the basic skills of physical exercise, develop good physical exercise habits, and reach the national standards for college students' physical education and military training; Sound personality, firm will, correct self-awareness and self-control ability, good interpersonal relationship, good social and environmental adaptability and lifelong learning ability; Have a healthy body and good psychological quality.

Professional training requirements

Professional knowledge requirements Master the basic theories and knowledge of natural sciences, humanities and social sciences, basic medicine, clinical medicine, public health and preventive medicine related to nursing; Master the basic theory, knowledge and skills of nursing specialty; Master the basic etiology, pathogenesis, clinical manifestations, diagnosis and prevention principles and related nursing knowledge of common diseases and frequently-occurring diseases in all stages of life; Master the etiology, pathogenesis, clinical manifestations, diagnosis and prevention principles, nursing rescue techniques and related nursing knowledge of common critical patients; Master the basic knowledge of health education, preventive health care, health promotion and hospice care at all stages of life; Familiar with the prevention and control of infectious diseases and public health emergencies; Understand the basic principles, policies and regulations of national health work.

Professional competence requirements Master the technology of applying nursing procedures to implement holistic nursing for nursing objects; Have the ability to initially cooperate with critically ill patients and deal with emergencies; Have the ability to provide preventive health care and health education for nursing objects; Have the basic ability to engage in community nursing, and provide health care services consistent with their culture for individuals, families and communities; Have the ability to communicate and coordinate effectively with nursing objects and other medical staff; Self-study ability, self-improvement and professional development ability; Have the ability to acquire knowledge by using modern information technology, have certain critical thinking, solve practical clinical problems and innovate; Have the preliminary ability of nursing teaching, scientific research and management.

Study duration and degree awarding

The undergraduate nursing major study time is 4 years, full-time in school, the maximum period shall not exceed 6 years. A Bachelor of Science degree is awarded upon graduation.

Credit requirements

Undergraduate nursing students are required to complete a minimum of 196 points when they graduate. Among them, there are 40 compulsory courses with a total of 124 credits; Limited to 15 courses, a total of 18 credits; 10 credits for interdisciplinary elective courses; Centralized practical teaching has 44 credits, including 10 credits for graduation practice, 2 credits for early clinical practice and 2 credits for military training.

Course setting

A total of five modules, including general education courses, public basic courses, specialized courses, extended elective courses, and centralized practical teaching, are set up.

Theoretical courses

Table 1 shows the curriculum of general education courses, public basic courses, professional courses and extended elective courses, including course classification and class hours allocation. The basic courses of nursing specialty were integrated with clinical courses, and 15 integrated courses were formed, including the basic form and structure of human body, the general theory of clinical nursing and the nursing of respiratory diseases, which realized the integration of nursing courses from basic to clinical (see Table 2).

Table 1 Course setting

Table 2 List of organic system integration courses for nursing specialty

Practice teaching

Practice teaching is divided into four stages, namely military training, early clinical practice, graduation practice and social investigation. Table 3 and Fig. 1 show the practical content and structure of each stage. In addition, in daily study, clinical probation is interspersed, and practical skills are consolidated in time after receiving theoretical courses, which can help students better integrate theory with practice. (See Table 4) Fig. 2 shows the location of practice. Maps come from public website: http://datav.aliyun.com/portal/school/atlas/area_selector.

Table 3 Practice teaching

Fig. 1

Practice teaching system of nursing specialty

Table 4 Setting of clinical nursing probation course

Fig. 2

The location of practice

Composition of teachers

Composition of full-time teachers

Full-time teachers refer to full-time teachers, who must have a master's degree or above. In addition, full-time teachers need to be loyal to the nursing cause, have a solid level of theory and skill operation, have participated in general nursing post training, backbone training and teacher training, have teacher qualification certificates and be responsible for teaching tasks in schools full-time. Figure 3 shows the composition of full-time teachers.

Fig. 3

The composition of full-time teachers

Composition of part-time teachers

“Part-time teachers” are mainly engaged in clinical nursing work in hospitals or communities, and when necessary, they are also engaged in teaching work in schools, with flexible teaching hours. But they also need to love nursing and have basic teacher qualities. Figure 4 shows the composition of part-time teachers.

Fig. 4

Composition of part-time teachers

Application investigation of the model

Participant characteristics

Among the 182 people in this survey, aged 22–37 years, mean 29.36 ± 3.42 years, working years 1–12 years, average 5.92 ± 2.85 years. Table 5 shows the participant characteristics of study.

Table 5 Participant of study (N = 182)

Research indicators

Self-core competence evaluation

Self-core competence mainly includes clinical nursing ability, communication ability, critical thinking, scientific research and innovation ability, organization and management ability, self-development ability, health education ability, comprehensive assessment and so on. Table 6 shows the self-core competence evaluation. The evaluation criteria of graduates' self-core competence, and the specific content is put in the supplementary material 3.

Table 6 Self-core competence evaluation

The employment results

The employment results of the respondents are as follows: (1) See Fig. 5 for the graduates' graduation destination. The graduates of our school mainly go to public hospitals; (2) 61 people were satisfied with their work, accounting for 33.5%, 85 people were fairly satisfied, accounting for 46.7%, 33 people were common, accounting for 18.1%, and 3 people were relatively dissatisfied and very dissatisfied, accounting for 1.6%; (3) 41 people are very satisfied with the salary of their jobs, accounting for 22.5%, 56 people are relatively satisfied, accounting for 30.8%, 58 people are common, accounting for 31.9%, and 27 people are relatively dissatisfied and very dissatisfied, accounting for 14.8%; (4) 44 people are very satisfied with their job and career development prospects, accounting for 24.2%, 85 people are relatively satisfied, accounting for 46.7%, 50 people are common, accounting for 27.5%, and 3 people are relatively dissatisfied and very dissatisfied, accounting for 1.6%; (5) Job satisfaction: 45 people are very satisfied, accounting for 24.7%, 90 people are relatively satisfied, accounting for 49.5%, 44 people are common, accounting for 24.2%, and 3 people are relatively dissatisfied and very dissatisfied, accounting for 1.6%. Figure 5 shows the employment results.

Fig. 5

Employment results

Participants’ perception of employment prospects of this major

There are 46 students (25.3%) who think that the employment situation of this major is very satisfied, 97 students (53.3%) are relatively satisfied, 38 students (20.9%) are common, and 1 student (0.5%) is relatively less satisfied and very dissatisfied. Figure 6 shows Participants’ perception of employment prospects of this major.

Fig. 6

Participants' perception of employment prospects of this major

Overall satisfaction of alma mater

Among the graduates’ overall satisfaction with their alma mater, 83 (45.6%) thought they were very satisfied, 85 (46.7%) were fairly satisfied, and 14 (7.69%) were generally satisfied. No one chose to be less satisfied or very dissatisfied. 139 people are willing to recommend their alma mater to their relatives and friends in similar colleges with the same score, accounting for 76.4%, 37 people are uncertain, accounting for 20.3%, and 6 people are unwilling, accounting for 3.3%. Figure 7 shows overall satisfaction of alma mater.

Fig. 7

Overall satisfaction of alma mater

Feedback on the quality of talent training in our alma mater

Feedback on the quality of the alma mater’s talent training: (1) The overall satisfaction of the alma mater’s education and teaching. Among the graduates' overall satisfaction with the alma mater, 75 are very satisfied, accounting for 41.2%, 93 are relatively satisfied, accounting for 51.1%, and the overall satisfaction of education and teaching is 92%; (2) Satisfaction of practical teaching links (including experimental teaching, internship, etc.) of the alma mater. Among the graduates’ satisfaction with practical teaching links, 66 are very satisfied, accounting for 36.3%, 99 are relatively satisfied, accounting for 54.4%, and the overall satisfaction of education and teaching is 91%; (3) Strengthening practical teaching, 34.1% people think that experimental teaching needs to be strengthened, 23.6% people think that internship needs to be strengthened, 18.1% people think that production practice needs to be strengthened, and 24.2% people think that college students' innovation plan needs to be strengthened; (4) In addition to practical teaching, professional teaching should be improved. 44.5% people think that the courses offered need to be improved, 26.9% people think that the course content needs to be improved, 19.2% people think that classroom teaching needs to be improved, and 9.3% people think that the course assessment method needs to be improved. (5) The overall satisfaction of the teachers in the alma mater. Among the graduates’ satisfaction with the practice teaching in the alma mater, 61 were very satisfied, accounting for 33.5%, 101 were relatively satisfied, accounting for 55.5%, and the overall satisfaction of education and teaching reached 89%. (6) Satisfaction of teachers’ teaching attitude. Among the graduates’ satisfaction with teachers’ teaching attitude, 68 are very satisfied, accounting for 37.4%, 98 are relatively satisfied, accounting for 53.8%, and the overall satisfaction of education and teaching is 91%. (7) Satisfaction of teachers’ teaching level in our alma mater. Among the graduates’ satisfaction with teachers' teaching level, 67 were very satisfied, accounting for 36.8%, 99 were relatively satisfied, accounting for 54.4%, and the overall satisfaction of education and teaching reached 91%. (8) Satisfaction of extracurricular communication between teachers and students in alma mater. Among the graduates' satisfaction with extracurricular communication between teachers and students in alma mater, 61 are very satisfied, accounting for 33.5%, 82 are relatively satisfied, accounting for 45.1%, and the overall satisfaction of education and teaching is 79%; (9) The degree to which the teaching auxiliary facilities (teaching rooms, books, equipment, information resources, etc.) of the alma mater meet the learning needs. Among the graduates’ satisfaction with the teaching auxiliary facilities (teaching rooms, books, equipment, information resources, etc.), 50 are very satisfied, accounting for 27.5%, 119 are relatively satisfied, accounting for 65.4%, and the overall satisfaction of education and teaching reaches 93. (10) Satisfaction of the degree of coincidence between professional teaching and work needs: Among the graduates’ satisfaction of the degree of coincidence between professional teaching and work needs, 50 are very satisfied, accounting for 27.5%, 124 are relatively satisfied, accounting for 68.1%, and the overall satisfaction of education and teaching is 96%. Figure 8 shows feedback on the quality of talent training in our alma mater.

Fig. 8

Feedback on the quality of talent training in our alma mater

Employer feedback

Among the employers’ overall satisfaction with graduates, 18 are very satisfied, accounting for 9.9%, 94 are fairly satisfied, accounting for 51.6%, 64 are generally satisfied, accounting for 35.2%, and 6 are not quite satisfied or very dissatisfied, accounting for 3.3%. 127 people are willing to hire our graduates again, accounting for 69.8%, 49 people are uncertain, accounting for 26.9%, and 6 people are unwilling, accounting for 3.3%. Figure 9 shows the employer feedback.

Fig. 9

The employer feedback

Discussion

“Organ-system-centered” integrated medicine emphasizes taking organ system as a module, synthesizing and reorganizing multidisciplinary related knowledge [22, 23], organically integrating theoretical knowledge and clinical practice from the perspective of people as a whole, integrating social, environmental, psychological and other influencing factors, reducing data evidence into facts, upgrading symptom summary to experience exploration, and repeatedly practicing between facts and experiences, so as to finally enable medical students to form a holistic medical knowledge framework with visibility and initiative [24].

The organ system-centered teaching model proposed by Jinzhou Medical University recombines the basic knowledge of medicine and nursing and clinical professional knowledge according to the actual situation of clinical medical care, breaks the boundaries between the existing medical discipline systems, downplays the awareness of the disciplines, and emphasizes the integration of the knowledge between the disciplines, so as to enable the students to systematically master the basic courses and the clinical professional courses [25, 26].

The development of the teaching model on organ system reform has gone through three stages. The first stage was the reform of the basic courses of nursing specialty, which horizontally integrated the basic courses of anatomy, histoembryology, physiology, biochemistry, etc., and formed 17 integrated courses, such as the basic morphology and structure of the human body, the metabolism and regulation of the human body, the basics of genetics, and the biology of pathogenicity. The second stage is to reform the clinical courses of nursing, forming 11 integrated courses such as nursing of respiratory system diseases, nursing of circulatory system diseases, and nursing of blood system diseases. The third stage is to integrate the basic courses of nursing and clinical courses, forming 15 integrated courses such as basic human body form and structure, general theory of clinical nursing, nursing of respiratory system diseases, etc., which realizes the integration and coherence of nursing courses from basic to clinical. This model realizes interdisciplinary synthesis and forms a holistic and optimized curriculum system that closely connects basic and clinical knowledge and makes them intrinsically linked, which is compatible with the trend of integrative medicine. Moreover, the curriculum model is in line with the outline of nurse qualification examination, which is helpful for students to review and pass the examination. However, this curriculum model requires great changes in teaching materials, and the allocation of teachers also requires unified organization and coordination between nursing teachers and basic medical teachers. Therefore, the construction of teaching staff is the key to the effective development of this curriculum model.

In terms of application effect, we paid a return visit to the graduates trained in this mode after graduation, and comprehensively evaluated the graduates' self-core ability, graduates' employment situation, satisfaction with the talent training mode of their alma mater, their views on the employment prospects of their major and employers' satisfaction with graduates. The results show that under the teaching reform of organ system, our graduates have certain self-core ability, and they are mainly employed in public hospitals, and their overall satisfaction with their alma mater is high. Put forward various suggestions for the training of talents in the alma mater, such as strengthening teaching practice, improving professional teaching, improving extracurricular communication between students and teachers, and improving teaching facilities in the alma mater; Employers are basically satisfied with the feedback of graduates. It shows that the nursing teaching mode centered on organ system has a good effect on cultivating students. However, graduates are not satisfied with their work, salary, content and prospect. This may be because the teaching mode emphasizes the systematization of medical knowledge, but it may neglect the effective docking with real work scenes in practice, resulting in graduates feeling uncomfortable in the face of complex clinical environment and career challenges. In addition, factors such as salary level failing to meet expectations, heavy work pressure and limited career promotion space may also affect graduates' job satisfaction. Therefore, it is necessary to further optimize the teaching mode, strengthen practical education, and improve the overall treatment and social status of the nursing industry in order to improve the job satisfaction of graduates.

Strength

The reform based on organ system highlights many advantages: it not only strengthens early, multi-point and repeated clinical practice, but also enables students to contact the clinic earlier and enhance clinical thinking; Modern teaching methods such as PBL and CBL are adopted, combined with case teaching, to deepen students' understanding of knowledge; At the same time, humanities education, including nursing psychology and ethics, has been strengthened to cultivate students' professional quality. Moreover, the proportion of practical teaching has been increased, and participatory and inquiry teaching methods have been adopted to improve students' practical ability. In addition, innovation and entrepreneurship courses have been added to encourage students to participate in the project to cultivate their innovative spirit; Teaching methods such as small class teaching and group discussion are also adopted to cultivate students' comprehensive ability; In the way of evaluation, pay attention to formative and summative evaluation, and feedback the teaching effect in time; In the end, the curriculum system is highly consistent with the training objectives, and the quality of students is comprehensively cultivated.

For the current nursing education, our system has the following advantages. This model consolidates knowledge from various disciplines based on the human organ system, fostering coherence and systematic learning. By eliminating overlapping content, it streamlines the curriculum and improves efficiency in mastering nursing knowledge. The organ-system-centered approach cultivates clinical thinking skills, enabling students to deeply understand the normal-to-abnormal transitions of human systems and their nursing measures. Integrated with clinical practice, this model enhances practical nursing skills and prepares students for the clinical work environment. Furthermore, it fosters interdisciplinary integration, broadening horizons and laying a solid foundation for future career development.

Limitations

Although the reform has made some achievements at present, there are still some problems, such as how to better connect basic courses with professional courses, how to cooperate with professional teachers in teaching basic medicine, and how to connect the contents of organ system courses with clinical practice, which need further reform and improvement.