Nurse education in practice · 2026
Constructing a cultivation conceptual model for interdisciplinary talents in nursing and engineering: A systematic review and thematic synthesis informed by grounded theory principles.
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Liu Can, Tian Chong, Wang Xiangrong, Wang Furong
Аннотация
AIM: To explore the core components of the cultivation mechanism for interdisciplinary talents in nursing and engineering and the logical relationships among them, to provide an evidence-based framework for developing relevant educational programs.
BACKGROUND: The convergence of nursing and engineering is critical for addressing complex healthcare challenges and driving innovation. However, there is a limited understanding of how higher education institutions systematically cultivate talents capable of integrating these two disciplines. A well-defined cultivation conceptual model is urgently needed to guide educational practice.
DESIGN: A systematic review with thematic synthesis was conducted, using grounded theory principles to guide the inductive development of the framework.
METHODS: Data sources comprised 29 included studies and 2 institutional programmatic documents. We conducted thematic synthesis of included literature, applying GT-informed coding procedures (initial, axial and selective coding) to organize and interpret textual evidence into a synthesized framework.
RESULTS: The findings reveal a conceptual model structured around four interdependent themes: 1) Organizational and Resource Endowment providing material legitimacy; 2) An Interdisciplinary Faculty Ecosystem where educators act as facilitators; 3) An Integrated Pedagogy and Practice System featuring cross-environmental immersion; and 4) The development of Interdisciplinary Integrative Competencies like cognitive synergy.
CONCLUSIONS: This study presents an exploratory conceptual model that serves as a synthesized configuration and implementation reference for nursing-engineering interdisciplinary education. This conceptual model features a dynamic feedback loop that offers a strategic roadmap for institutions to transition from fragmented efforts toward systemic integration.
BACKGROUND: The convergence of nursing and engineering is critical for addressing complex healthcare challenges and driving innovation. However, there is a limited understanding of how higher education institutions systematically cultivate talents capable of integrating these two disciplines. A well-defined cultivation conceptual model is urgently needed to guide educational practice.
DESIGN: A systematic review with thematic synthesis was conducted, using grounded theory principles to guide the inductive development of the framework.
METHODS: Data sources comprised 29 included studies and 2 institutional programmatic documents. We conducted thematic synthesis of included literature, applying GT-informed coding procedures (initial, axial and selective coding) to organize and interpret textual evidence into a synthesized framework.
RESULTS: The findings reveal a conceptual model structured around four interdependent themes: 1) Organizational and Resource Endowment providing material legitimacy; 2) An Interdisciplinary Faculty Ecosystem where educators act as facilitators; 3) An Integrated Pedagogy and Practice System featuring cross-environmental immersion; and 4) The development of Interdisciplinary Integrative Competencies like cognitive synergy.
CONCLUSIONS: This study presents an exploratory conceptual model that serves as a synthesized configuration and implementation reference for nursing-engineering interdisciplinary education. This conceptual model features a dynamic feedback loop that offers a strategic roadmap for institutions to transition from fragmented efforts toward systemic integration.