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

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.

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.

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.

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

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.

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%.

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

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.