Nurse education in practice · 2026
The effectiveness of evidence-based teaching combined with conceive-design-implement-operate in urological nursing internship teaching.
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Yang Na, Jin Lu, Lu Zhihui, Guo Xiaobei, Li Lisha, Yang Fan, Wang Ying
Аннотация
AIM: To investigate the effectiveness of integrating evidence-based teaching (EBT) with the Conceive-Design-Implement-Operate (CDIO) model in urology nursing clinical practice.
BACKGROUND: Technological advances in urology have raised higher requirements for nursing interns regarding clinical proficiency and critical thinking. Traditional pedagogical approaches are inadequate for contemporary nursing training. EBT fosters learners' competence in evidence-based practice (EBP), whereas the CDIO framework integrates theoretical knowledge with clinical practice. Nevertheless, relevant empirical research on its combined application remains insufficient.
DESIGN: Historical controlled study.
METHODS: The control group (n = 184) received traditional teaching between September 2024 and March 2025, whereas the observation group (n = 152) adopted the EBT-CDIO model from September 2025 to March 2026. Assessments included theoretical and practical skill scores, along with comprehensive capabilities in EBP, self-directed learning and critical thinking.
RESULTS: The observation group achieved significantly higher scores than the control group (P < 0.001) in theoretical evaluation, operational performance, EBP, self-directed learning and critical thinking.
CONCLUSIONS: Integrated EBT-CDIO teaching was associated with higher theoretical and operational scores among nursing interns and correlated with better development of core competencies including evidence-based practice, self-directed learning and critical thinking.
BACKGROUND: Technological advances in urology have raised higher requirements for nursing interns regarding clinical proficiency and critical thinking. Traditional pedagogical approaches are inadequate for contemporary nursing training. EBT fosters learners' competence in evidence-based practice (EBP), whereas the CDIO framework integrates theoretical knowledge with clinical practice. Nevertheless, relevant empirical research on its combined application remains insufficient.
DESIGN: Historical controlled study.
METHODS: The control group (n = 184) received traditional teaching between September 2024 and March 2025, whereas the observation group (n = 152) adopted the EBT-CDIO model from September 2025 to March 2026. Assessments included theoretical and practical skill scores, along with comprehensive capabilities in EBP, self-directed learning and critical thinking.
RESULTS: The observation group achieved significantly higher scores than the control group (P < 0.001) in theoretical evaluation, operational performance, EBP, self-directed learning and critical thinking.
CONCLUSIONS: Integrated EBT-CDIO teaching was associated with higher theoretical and operational scores among nursing interns and correlated with better development of core competencies including evidence-based practice, self-directed learning and critical thinking.